文化遗产旅游吸引物的意境空间研究——为文化遗产旅游者创造适宜的旅游环境     

Mark A. Bonn  Mo Dai  Steve Hayes  Jenny Cave  严伟  张维亚  汤澍  俞世海 《金陵科技学院学报(社会科学版)》2008,22(4)

近来,各种公众媒体的版面充斥着对世界各地著名遗产旅游景点更新改造的报道。文化遗产旅游目的地管理者也承认良好的外部环境在提升旅游者总体满意程度方面发挥着重要作用。阐明了遗产吸引物的自然环境在决定旅游者对景点的态度和未来再次购买意向方面有重要作用．同时影响着他们对亲朋好友的传播意愿。研究表明环境因素在面对顾客塑造永久性的独特品牌形象时可被作为一种差异化工具,并以此创造一种竞争优势。  相似文献   

社会认识论:知识政策的理论与实践(下)     

斯蒂夫·富勒  朱玲琳 《华中科技大学学报(社会科学版)》2008,22(2):1-10

本文的后半部分展现社会认识论的实践层面.在这里笔者认为,有组织的探究,即维基词典中广义的"科学",仅仅在一种宏观经济学的框架内才能被证明是一种富有献身精神的追求.这个论点紧跟着这样的需要,即需要福利国家或市场社会主义来确保公共产品的稳定产生.即使我们假定(这个假定是有争议的)个体非常了解自身的利益所在,也不能由此断定他们足够充分地了解他人的利益,以至于确信他们将会协力生产出合适的知识,使得他们所有人都能够达到其目的.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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Multimedia in the Art Curriculum: Crossing Boundaries     

Steve Long 《The International Journal of Art & Design Education》2001,20(3):255-263

Art educators, like those in other areas of the curriculum, are under pressure from various directions to use digital technology in the classroom. Whilst some of this pressure is politically motivated I believe there are also what could be described as more legitimate educational reasons for using computers; what is lacking at this stage is a coherent body of knowledge amongst art educators as to what happens when we do use them. This article focuses on a development project which took place last year in a secondary school involving a Year 10 class in the use of multimedia software. The project was collaborative in nature and was carried out by Miles Jefcoate, an art teacher at Beacon Community College in East Sussex, a group of Year 10 students at Beacon and myself as a member of the teaching team on the Art and Design PGCE course at the University of Brighton. Supported by research funding from the University, the school was provided with multimedia software which was installed into its computer network. The design and delivery of the students' project was undertaken by Miles whilst I evaluated the impact of the digital technology on the learning taking place, with an emphasis on how Miles and the students experienced and evaluated their activities.  相似文献   

Literacy and Children Who Are Blind and Who Have Additional Disabilities— the challenges for teachers and researchers     

Steve McCall  Mike McLinden 《International Journal of Disability, Development & Education》2001,48(4):355-375

This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address.  相似文献   

Measuring the quality of e‐learning     

David B. Hay  Caroline Kehoe  Marc E. Miquel  Stylianos Hatzipanagos  Ian M. Kinchin  Steve F. Keevil  Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056

This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

The good,the bad and the wiki: Evaluating student‐generated content for collaborative learning     

Steve Wheeler  Peter Yeomans  Dawn Wheeler 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):987-995

This paper explores the potential for wiki‐type open architecture software to promote and support collaborative learning through the use of student‐created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community‐focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation’.  相似文献   

Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach     

Karen R. Harris  Tanya Santangelo  Steve Graham 《Instructional Science》2008,36(5-6):395-408

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.  相似文献   

Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals   总被引：2，自引：0，他引：2  

Soonhye Park  J. Steve Oliver 《Research in Science Education》2008,38(3):261-284

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Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum     

Steve Collins  Anthony Clarke 《Teaching and Teacher Education》2008

This article which is largely conceptual in nature, explores the possibilities provided by embracing complexity thinking that are attentive to, but not confined by, externally imposed curriculum mandates while simultaneously honoring the interests and needs of individual students and the classroom collective. From this perspective, the ideas of negotiating authority, adopting a holistic view, engaging in participatory democratic practices, and using a project-based approach to learning are examined. In doing so, the concept of ‘activity frames’ is introduced and developed as a useful way of responding to curriculum mandates while being responsive to and respectful of individual and collective student learning agendas.  相似文献