阅读与写作能力的互动原理及教学策略     

杨泉良 《湖南第一师范学报》2011,11(6):53-56,99

阅读奠定写作的基础,写作提高阅读能力和阅读教学水平,这是阅读与写作的互动原理。要促成阅读与写作能力的共同提高增加教学效率,就一定要运用它们之间的互补机制促成的互动。而阅读与写作互动原理的实施,要求教师除了具备阅读和写作能力之外,还必须具备语文课程内容的整体观念。  相似文献   

基于弗兰德斯互动分析系统软件ET Toolbox FIAS 2011的设计与实现     

李云媛  唐振贵 《中国教育技术装备》2011,(33)

目前,本土化的弗兰德斯互动分析系统软件,为教师课堂分析提供技术的支持和科学数据的参考,但它大部分是单机版,且不能实时分析及不支持回溯功能。就以上不足之处进行进一步设计与实现。  相似文献   

加强与传统媒体的融合互动:网络舆论的控制和把关     

吴艳红  肖称萍 《江苏经贸职业技术学院学报》2011,(3):36-40

网络舆论对于传统舆论格局带来的变革性影响已经不容忽视,这种影响首先表现为在政府和公众的沟通中网络舆论已经趋近成为一股主流的力量,其次则体现在对传统新闻报道模式产生的影响。结合当下颇具影响力的网络舆论事件,契合江西网络发展实际,提出网络舆论控制与把关的手段,提请加强网络与传统媒体的融合互动,引导积极向上的网络舆论。  相似文献   

Childhood experiences of maltreatment,reflective functioning and attachment in adolescent and young adult mothers: Effects on mother-infant interaction and emotion regulation     

《Child abuse & neglect》2019

BackgroundMaternal childhood experiences of maltreatment affect parenting and have consequences for a child’s social-emotional development. Adolescent mothers have a higher frequency of a history of maltreatment than adult mothers. However few studies have analyzed the interactions between adolescent mothers with a history of childhood maltreatment and their infants.ObjectiveThe aim of the study was to examine the effect of maternal childhood experiences of maltreatment on mother-infant emotion regulation at infant 3 months, considering both infant and mother individual emotion regulation and their mutual regulation.ParticipantsParticipants were 63 adolescent and young adult mother-infant dyads recruited at a hospital.MethodsThe mothers were administered the Adult Attachment Interview to evaluate reflective functioning and attachment and the Childhood Experiences of Care and Abuse was used to evaluate maternal childhood experiences of maltreatment. Mother-infant interactions were coded with a modified version of the Infant Caregiver Engagement Phases.ResultsDyads with mothers with childhood maltreatment (vs dyads with mothers with no maltreatment) spent more time in negative emotional mutual regulation (p = .009) and less time in positive and neutral mutual emotion regulation (p = .019). Cumulative maternal childhood experiences of maltreatment were associated positively with mother and infant negative states at individual and dyadic level and with the AAI scales of Passivity and Unresolved Trauma (p < .05). The effect of cumulative maternal childhood experiences of maltreatment on mother-infant emotion regulation was direct and not mediated by maternal attachment and reflective function.ConclusionsMaternal childhood experiences of maltreatment increase the risk connected to early motherhood, affecting mother-infant emotion regulation.  相似文献   

Expectancy value interactions and academic achievement: Differential relationships with achievement measures     

《Contemporary educational psychology》2019

Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting.  相似文献   

An examination of the interactions between museum educators and students on a school visit to science museum     

Neta Shaby  Orit Ben-Zvi Assaraf  Tali Tal 《科学教学研究杂志》2019,56(2):211-239

Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment-to-moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits.  相似文献   

Learning while playing: Children's Forest School experiences in the UK   总被引：1，自引：0，他引：1  

Janine K. Coates  Helena Pimlott-Wilson 《British Educational Research Journal》2019,45(1):21-40

Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.  相似文献   

嵌入式交互系统设计方案及其比较     

邹常青  谭家杰 《衡阳师范学院学报》2011,32(6):44-47

交互系统设计是嵌入式产品开发的重要部分。分析介绍了媒体播放器和网络电视产品中三种主要的交互系统设计的原理和框架:基于QT/MINIGUI的设计方案、基于浏览器的设计方案、基于FLASH技术的设计方案。比较了三种方案在CC1200硬件平台上的评测结果,分析了各自的优缺点和适应性。预测了交互系统设计的发展方向,为嵌入式交互系统的设计开发提供帮助。  相似文献   

基于xodo软件的实时交互和远程协同办公的稿件编校模式     

官鑫  韩宏志  姜瑾秋  李欣欣  王丽 《编辑学报》2019,31(2):212-213

针对期刊编辑在稿件编校中仍较多依赖人工纸笔的现状以及远程协同办公的需求,尝试使用一种新的稿件编校方式。在操作中采用xodo软件对稿件进行实时交互和远程协同办公编校。应用结果表明,与传统稿件编校方法相比,该方法具有完全实现无纸化办公的优点,可实现实时交互和远程协同办公且数据共享共存,具有切实可行和广泛的应用前景。  相似文献   

模糊限制语对大学英语教师课堂用语的影响     

郭慧 《太原大学教育学院学报》2011,29(1):94-98

大学英语教师的课堂用语不仅是传递知识的工具,也是维系和调节师生关系的纽带。教师在课堂上使用什么样的语言影响学生参与课堂教学的积极性。文章试图从语用学的角度探讨模糊限制语对大学英语教师课堂用语的启发意义,以期能激发学生参与课堂互动,产生良好的教学效果。  相似文献