网络环境与图书馆学研究   总被引：2，自引：1，他引：2  

赵水森 《洛阳师范学院学报》2001,20(6):123-125

网络环境的形成 ,使图书馆的工作目标发生变革。图书馆技术的显化 ,管理模式发生适应性变化。图书馆学需要对其学科体系再规范 ,对理论和实践的相结合再认识。  相似文献   

企业绩效评价指标体系中存在的问题及改进建议   总被引：5，自引：0，他引：5  

彭晓洁 《商丘职业技术学院学报》2006,5(4):24-25

企业绩效评价就是按照企业目标设计相应的评价指标体系,对企业一定经营期间的经营业绩做出客观、公正和准确的综合判断。通过分析我国现行企业绩效评价指标体系中存在的问题,提出了相应的改进建议。  相似文献   

一部具有划时代意义的史学巨著--梁启超《新史学》历史作用简析     

王秀绒 《商洛学院学报》2001,15(3):31-33

1902年,梁启超撰写了他的史学名著<新史学>,该论著对封建史学思想进行了批判,对史学近代化进程起了理论奠基作用,同时也有提倡民族主义精神,增强中华民族凝聚力的作用.  相似文献   

学科竞赛与创新人才培养   总被引：5，自引：6，他引：5  

严薇  杨天怡  袁云松 《实验室研究与探索》2008,27(12)

文章从教学改革、教学水平考核、学生创新能力培养等方面分析了学科竞赛功能,指出了学科竞赛与教育教学的辩证关系,提出了确保学科竞赛功能实现的保障机制。  相似文献   

Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill     

Adele Eskeles Gottfried  Kathleen Suzanne Johnson Preston  Allen W. Gottfried  Pamella H. Oliver  Danielle E. Delany  Sirena M. Ibrahim 《International Journal of Science Education》2016,38(12):1972-1995

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children’s involvement in science. This longitudinal study examined pathways from parental stimulation of children’s curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children’s curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N?=?118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children’s curiosity in facilitating trajectories into science, and relevance to science education is discussed.  相似文献   

Getting ‘What Works’ working: building blocks for the integration of experimental and improvement science     

Amelia Peterson 《International Journal of Research & Method in Education》2016,39(3):299-313

ABSTRACT

As a systemic approach to improving educational practice through research, ‘What Works’ has come under repeated challenge from alternative approaches, most recently that of improvement science. While ‘What Works’ remains a dominant paradigm for centralized knowledge-building efforts, there is need to understand why this alternative has gained support, and what it can contribute. I set out how the core elements of experimental and improvement science can be combined into a strategy to raise educational achievement with the support of evidence from randomized experiments. Central to this combined effort is a focus on identifying and testing mechanisms for improving teaching and learning, as applications of principles from the learning sciences. This article builds on current efforts to strengthen approaches to evidence-based practice and policy in a range of international contexts. It provides a foundation for those who aim to avoid another paradigm war and to accelerate international discussions on the design of systemic education research infrastructure and funding.  相似文献   

Immersion experiences and behavioural patterns in game-based learning     

Mei-En Hsu  Meng-Tzu Cheng 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1981-1999

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Children's concepts of gears and their promotion through play     

Timo Reuter  Miriam Leuchter 《科学教学研究杂志》2021,58(1):69-94

The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (d_TD = 0.337, d_TS = 0.758) than in the free play group (d_TD = 0.224, d_TS = 0.158).  相似文献   

Explaining self-efficacy development in an authentic higher education learning context of role-play simulations     

《Studies in Educational Evaluation》2021

Role-play simulations have become commonly used active learning methods to teach about complex, dynamic political processes. However, an understanding of why there is variation in student learning during such simulations is lacking. This study focuses on the development of student self-efficacy in negotiating over the period of one simulation. We investigate to what extent self-efficacy development can be explained by the individual characteristics of students. This study further contributes to the field by including perceived student cohesiveness as a social aspect of the simulation. Data from 84 participants were collected during a four-day Model United Nations (MUN) simulation. Self-efficacy in negotiating was measured using 12 measurement times, and the data analysed using multilevel growth modelling. Results show a statistically significant linear increase in self-efficacy in negotiating over the period of the simulation. Compared to the time factor, individual characteristics explain variation in self-efficacy development to a larger extent, of which perceived student cohesiveness contributes the most.  相似文献   

浅论信息技术与小学科学整合的教学研究     

王小平 《天津教育》2021,(1):78-79

随着时代的进步与发展,小学科学早已被学校当成培养学生创新能力、创新思维以及动手能力的一门课程。尤其是把信息技术与小学科学整合起来,既能使教学方式更加灵活、多样,内容更加丰富、充实,也能改变传统小学科学教学模式,激发学生兴趣,唤醒学生的创新意识,为新时代小学生全面发展奠定基础。  相似文献