2020江苏卫视跨年演唱会通话系统的设计与制作     

赵庆彬 《演艺科技》2020,(4):11-15

2020江苏卫视跨年演唱会通话系统设计采用双矩阵、无线有线结合的架构,使整个系统更加安全有效。  相似文献   

产品模块化对技术创新的影响机理研究:基于制造柔性的中介效应     

郭奕阳  袁欢琦  陆嘉嘉  屈喜凤  谢卫红 《科技管理研究》2016,(14):131-138

为探究产品模块化(模块化设计、模块化生产)与技术创新的影响机理,首先通过理论分析做出制造柔性(新产品开发柔性、生产柔性)在两者间起中介作用的假设;接着根据关于珠三角制造业的调查问卷的数据,运用LISREL构建出变量间的结构方程,验证得到,制造柔性在产品模块化和技术创新之间起显著的部分中介作用,新产品开发柔性在模块化设计和技术创新之间起部分中介作用,生产柔性在模块化生产和技术创新之间起完全中介作用。该研究可为制造企业如何进行技术创新提供指导。  相似文献   

Motivation for online impulse buying: A two-factor theory perspective     

《International Journal of Information Management》2016,36(5):759-772

Impulse buying accounts for a large proportion of consumer shopping behavior in the bricks-and-mortar retail market. Online retailers also expect to profit from impulse buying. It is therefore interesting and beneficial to investigate the design elements of online stores and the sales promotion stimuli that e-retailers can use to either arouse consumers’ desire or decrease their self-control to evoke their purchase impulses. This study seeks to explicitly identify the factors associated with online store design and sales promotion stimuli that most affect online impulse buying behavior throughout the consumer decision-making process. Drawing on the two-factor theory, it successfully identifies the hygiene and motivation factors that trigger online impulse buying. The questionnaire responses of 239 valid respondents revealed that most of the hygiene factors are associated with the design of online stores, and all of the motivation factors are forms of sales promotion stimuli that effectively facilitate online impulse buying and present utilitarian or hedonic benefits to consumers. This study also identifies the most effective sales promotion stimuli and offers a comprehensive checklist for Web designers. Moreover, the distribution of motivation and hygiene factors for each stage of the EKB model is uneven, and some stages include only hygiene factors. The findings of this study demonstrate that the triggers of consumers’ online shopping behavior do not always apply to online impulse buying, and have important implications for impulse buying research and practice.  相似文献   

Mindfulness‐Based Design Practice (MBDP): A Novel Learning Framework in Support of Designers within Twenty‐First‐Century Higher Education     

Kumanga Chanduni Andrahennadi 《The International Journal of Art & Design Education》2019,38(4):887-901

While the interconnected and technological nature of the twenty‐first century can bring about many positive global connections, the importance of prioritising the development of the ‘inner world’ of designers is receiving less attention; similarly, time for contemplation, reflection and stillness is becoming scarcer. This article discusses mindfulness training from the Buddhist perspective, and how it can act as a pathway to personal introspection and as a supportive method for mental illnesses. With a special focus on design education, it discusses a novel framework, Mindfulness‐Based Design Practice (MBDP), and how it can potentially offer opportunities for design students to foster positive mind qualities such as mindfulness, compassion, resilience, and recognising the true nature of phenomena for becoming more ethical designers. Therefore, this article looks to bridge the gap between the significant lack of contemplative mindfulness‐based methods within the higher design education sector and the increasing mental health crisis within that sector. Thus, the primary concern of the MBDP is to advance both the individual and the collective development of the contemporary designer’s mind. Referring to the mind of the designer as the ‘inner designer’, this article forms an unfolding dialogue of the novel framework MBDP in support of mindful learning within twenty‐first‐century design education.  相似文献   

Skirting the Sketch: An Analysis of Sketch Inhibition within Contemporary Design Higher Education     

Lisa Thurlow  Peter Ford  Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491

Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type.  相似文献   

Effects of different sequences of examples and problems on motivation and learning     

《Contemporary educational psychology》2019

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all.  相似文献   

Walking backwards into the future: Indigenous wisdom within design education     

Nan O’Sullivan 《Educational Philosophy and Theory》2019,51(4):424-433

This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures.  相似文献   

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work     

Fru Vitalis Akuma  Ronel Callaghan 《科学教学研究杂志》2019,56(5):619-648

Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications.  相似文献   

Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence     

Christoph Schneider  Rainer Bodensohn 《Assessment in Education: Principles, Policy & Practice》2017,24(2):127-146

Abstract

Competence in assessment has been identified as a key feature in teachers’ professional success. However, assessment competence is a complex field, comprising capacity in both summative and formative assessment. Hence, a detailed view on how student teachers perceive assessment is the focus of this study. Based on an official catalogue of assessment standards, over 900 student teachers repeatedly rated the importance of the standards and the frequency with which they behaved in accordance with the standards in practicum situations. Analyses revealed that (a) students perceived assessment competence as a contextual entity distinguishable from other domains, (b) while they assigned high importance ratings to assessment standards in general, standards concerned specifically with external evaluation were seen as relatively unimportant, and (c) they perceived a rise in their own assessment competence during their teacher education. Taken together, this suggests that in the student view assessment competence is important and develops over time.  相似文献   

关于课程设计培养高职学生综合能力的探讨     

刘张榕 《南平师专学报》2005,24(4):132-135

本文以课程《MATLAB科学运算与工程应用》为例,从课堂教学与课外辅导围绕课程设计;课程设计的选题、要求及时间安排;科学公正的课程设计评价体系三个方面,探讨了如何在课程设计中培养和提高学生综合能力,培养出面向社会、面向市场的、具有高职特色的高级技能型、创新型、能力型综合人才.  相似文献