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Kazuhisa Miwa Junya Morita Ryuichi Nakaike Hitoshi Terai 《Interactive Learning Environments》2013,21(3):326-350
Cognitive modelling is one of the representative research methods in cognitive science. It is believed that creating cognitive models promotes learners’ meta-cognitive activities such as self-monitoring and reflecting on their own cognitive processing. Preceding studies have confirmed that such meta-cognitive activities actually promote learning effects. However, there are some difficulties in bringing about learning by creating cognitive models in an educational context. To overcome the difficulties, we propose an innovative learning design, ‘learning through intermediate problems’ and also developed a web-based production system called DoCoPro that can be used anywhere and anytime in an environment connected to the Internet. We performed three introductory cognitive science classes in which the participants learned cognitive modelling and constructed running computer models using our system. In the first and second classes, the participants were required to construct production system models that solve pulley problems. They also posed their original pulley problems that their own models were subsequently able to solve. These generated problems were distributed to the other members. The participants were able to find incompleteness in their cognitive models, revise them to remove the incompleteness, and improve their models while solving the given problems. The participants, by successfully creating sophisticated models, acquired a deeper knowledge of the learning domain. The class practices confirmed the utility of ‘learning through intermediate problems’ when constructing an educational environment for learning creating cognitive models. In the third class, the participants constructed cognitive models solving addition and subtraction problems using DoCoPro. The cognitive processing underlying such problem solving is automated, therefore it may be difficult to verbalize and externalize such cognitive processes. The post-questionnaire showed evidence that the participants actually performed meta-cognitive activities while monitoring their own internal information processing. 相似文献
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教材是文化传承、意识渗透的物质载体.教材建设是国家事权,更是提升教育质量的基本保障.从日本现行教材管理体系而言,权责明确的教材管理主体、具有研究性质的教材保障协会、分学段开发的众多教材出版公司并存的维稳格局,确保当前日本教材发展的科学高效、稳定持续.同时,日本教材建设也面临因成本巨大、出生率低等社会倾向而出现的教材发行供应公司和教材代售店大量倒闭的困境.对此,日本教材建设在坚持原则、深化发展和勇于创新的基础上,衍生出教材免费供给、低价提供、增加页数、完全供给、无障碍化教材和数字化教材等六大发展趋势,并与社会责任传递、社会公益发展、个性化成长、教材质量提升、人文关怀塑造、智能时代适应等相融合. 相似文献
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Kubo K Ohgo K Takeishi R Yoshinaga K Tsunoda N Kanehisa H Fukunaga T 《Research quarterly for exercise and sport》2006,77(4):408-416
The purpose of this study was to investigate the effects of series elasticity on the torque-angle relationship of the knee extensors in vivo. Forty-two men volunteered to take part in the present study. The participants performed maximal voluntary isometric contractions at eight knee-joint angles (40, 50, 60, 70, 80, 90, 100, 110 degrees). The elongation of the tendon and aponeurosis of the vastus lateralis muscle was directly measured by ultrasonography, while the participants performed ramp isometric knee extensions to the voluntary maximum at 800 of knee angle. There was no significant difference in the torque value between 50 degrees and 100 degrees, although there was variation in the shape of the "torque-angle" relationship. The variability in the torque-angle curve was not affected by the activation level of agonist and antagonist muscles and the moment arm length. The ratio of torque at 1000 compared to that at 50 degrees was significantly (r(2) = 18-23 %) correlated to the maximal elongation and strain (to initial length) of the tendon structures. These results suggest that increased compliance of tendon structures of the knee extensors may contribute to variations in the torque-angle curves of the knee extensors. 相似文献
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