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This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
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Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung Yau-kai Wong David Wai-ock Chan Kevin Kien-hoa Chung Lap-yan Lo 《Annals of dyslexia》2012,62(1):1-18
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically
developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese
reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly
less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed
that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading
comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level
skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills
are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system. 相似文献
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Pui-sze Yeung Pakey Pui-man Chik Lap-yan Lo Hui Luan David Wai-ock Chan 《Scientific Studies of Reading》2013,17(4):285-313
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. 相似文献
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This paper compares early employment outcomes(in terms of income levels and jobsatisfaction) of Malaysian graduates educatedlocally with those educated abroad(specifically in US and UK).Factors likely to be related to these outcomeswere identified by a comprehensive literaturestudy. A regression model was developedcontaining the factors identified above. Questionnaire responses from over 400 recentMalaysian graduates were incorporated into themodel.Model results show a significant relationshipbetween income levels and gender, duration ofemployment, self-esteem, ownership, academicmajor and English proficiency. Surprisingly,location of study was not statisticallysignificant. Furthermore, location of studywas not significantly related to jobsatisfaction either. However job-fit index,self esteem, income and satisfaction with theUniversity were found to bear significantrelationships with job satisfaction. The policyimplication of these findings were explored. 相似文献
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Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung David Wai-ock Chan Kevin Kien-hoa Chung Hui Luan Lap-yan Lo Wendy Suet-yee Lau 《Reading and writing》2012,25(3):679-699
The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two
Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills
at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective
usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence
reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills
in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension
in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed. 相似文献
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