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1.
Divergent Thinking is a domain-general mental attribute closely associated with creativity that can be quantified through the use of text-mining algorithms. Past research has shown that students’ Divergent Thinking is malleable in response to relatively simple contextual prompts. In addition, there is substantial variance in the degree to which individual students’ Divergent Thinking is malleable, suggesting the presence of a student-specific zone-of-proximal-development in relation to creativity. Here, we adopted a dynamic assessment paradigm that included multiple conditions under which student Divergent Thinking was measured and fit a latent profile analysis model to that dynamic assessment data. We found that, although on average the Originality of student responses can be augmented through a prompt to generate surprising or unusual ideas, three latent classes emerged that differed significantly on their patterns of augmentation. These three latent classes were termed: (a) Conventional Thinkers (7.80% of the sample), whose response to the Divergent Thinking task were highly constrained and unoriginal across all conditions (b) Prompted Shifters (66.56%), whose Originality significantly increased across conditions, and (c) Idea Generators (25.64%), whose responses were highly original across all conditions. These latent profiles were validated in regard to personality characteristics and domain-specific creative activities, with Idea Generators reporting significantly more Openness and Intellect, less Industriousness, and more creative activities across the domains of Literature, Music, Sports, Visual Art, Science, and Cooking than did the other latent classes. 相似文献
2.
Extant research on technology acceptance has devoted considerable attention to the relationship between behavioral intention (BI) and system use (SU) over time. However, the empirical results have been mixed—studies have found BI to both influence and not influence SU. Studies that examined the BI→SU relationship have employed different research models and research designs. Prior research models have examined direct effects on SU, indirect effects on SU through BI, the moderator effects on BI→SU, and the mediating role of BI in BI→SU. Studies have employed different types of respondents, information technologies, geographic regions, voluntariness, and measurement designs. This study proposes that such differences in research models and designs contribute to the mixed results for BI→SU, and reports a meta-analysis of findings reported in 113 prior studies along with a critical review of the BI→SU relationship. While no significant differences were found in the results for the BI→SU relationship across various research design characteristics, this study finds that the measurement of SU has been conflated with future and current or past behavior, direct and indirect effects on SU impact BI→SU, BI is modeled to fully and partially mediate the effects of other variables on SU, and moderators for the BI→SU relationship may be necessary. This study identifies several directions for future research and underlines the need to rethink the link between BI and SU. 相似文献
3.
形意拳历来以刚猛粗扩、实战性强著称,随着时代发展,形意大师布学宽提出的形意拳柔化教学思想被逐漸认同。本文从现代教育学的角度,结合形意拳自身特点及现代教育教学理论,探讨形意拳柔性思想下的教学理念,为形意拳由竞技拳转变为健身拳、文化拳的柔性思想教学提供参考和借鉴。 相似文献
4.
Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge. 相似文献
5.
This paper argues that teacher training programs, with the objective of transforming gender norms in schools, should employ a critical pedagogy framework in order to achieve the transformational learning goals necessary to change the deep-seated beliefs and patterns of behavior that characterize these gender norms. Using document analysis, this study evaluates the teacher in-service training component of two school-based intervention programs, aimed at promoting gender equality in school communities. This paper finds that the trainings miss opportunities to employ elements of critical pedagogy and therefore, are not likely to create a transformative change around gender norms in schooling. 相似文献
6.
初中英语教学中的互动合作多以小组合作模式开展。在此过程中,教师需要将核心素养理念贯穿于活动准备、活动开展和活动评价三个阶段,以训练学生英语思维,提升学生语言表达能力。 相似文献
7.
《Sport Management Review》2020,23(2):171-182
The authors present a new conceptualization of mega sports event legacy delivery, which accounts for the problematic nature of legacy by viewing it as a wicked problem. Research on mega sports event legacy has focused on establishing typologies of legacy, investigating outcomes, and consequences, with limited attention to legacy delivery. The conceptualization of legacy delivery has largely relied on a positive, utopian legacy rhetoric. In contrast, the authors advance the understanding of legacy by proposing a conceptual approach of the legacy delivery process, to enable empirical studies in different contexts to be conducted. Specifically, the authors examine the wicked problem of mega sports event legacy delivery from a Critical Realist perspective, which serves to give meaning and order to this complex process. This conceptualization reveals that legacy delivery is inclusive of deep social structures which underpin different stakeholders’ interpretations and interactions, which produce or limit legacy delivery. The role of social, generative structures as causal mechanisms has not been considered as a way to understand legacy delivery previously. Implications for teaching, research, and practice are discussed to demonstrate the value of this new approach. Importantly, this conceptualization focuses on processes rather than outcomes and encourages the identification of unexpected or unanticipated components of legacy delivery beyond the formal policies and plans designed to create or leverage legacy. 相似文献
8.
刘先锐 《唐山师范学院学报》2014,(4):127-129
大学生心理问题和思想问题既相互区别又相互联系,高校辅导员对于两类性质各异的问题要采用不同的策略。大学生思想问题的分析和疏导可以采用“思想分析”的方法,思想分析继承和发展了马克思主义分析问题的思想方法,分析的过程也是开解思想“症结”的过程,“解惑、去苦”中运用的方法和技术有“宁静法”“四阶段法”“认知颖悟法”等。 相似文献
9.
评论式系统思考 (CST)以及全面系统干预 (TSI)是系统方法论的新进展。本文在介绍其主要思想的基础上 ,将CST和TSI引入战略方法论的研究 ,为战略研究方法论的综合集成与创新开辟了一条新的思路。 相似文献
10.