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1.
James W. Pellegrino 《Educational Measurement》2020,39(3):81-85
Professor Gordon argues for a significant reorientation in the focus and impact of assessment in education. For the types of assessment activities that he advocates to prosper and positively impact education, serious attention must be paid to two important topics: (1) the conceptual underpinnings of the assessment practices we develop and use to support learning and instruction, and (2) the arguments and evidence we establish for their validity given the intended interpretive use. Such a focus highlights fundamental concepts that have long existed in the broader assessment literature – carefully defining and operationalizing our constructs and then validating the assessments of those constructs. What differs now are the conceptual frameworks, briefly outlined here, that can and must be used to guide both aspects of such work. 相似文献
2.
张震 《武汉体育学院学报》2020,54(10):58-64
运用文献资料法和中国哲学诠释学方法,在"技道并进""德艺双馨"的优秀文化传统和"功夫所至即是本体"的哲学范式下,提出:武术功夫是一个三维合一的概念,其既涵摄本体与主体,亦包纳才艺与能力,还囊括了方法与规则。从"功力"角度看,功夫具备本体的性质,指的是类似禅、太极等理念在长时间实践中的现身性表达;从"功用"的角度看,功夫就是一种高级的搏击竞技能力或表演才艺;从"功法"的角度看,功夫表征了方法运用的得当。其蕴藏了:(1)神形共建;(2)在人伦日用中寻求终身技能的发展;(3)身体技艺与情感意志共同成长三层"元实践"哲学意蕴。功夫旨在塑造整体的人、具体的人和自我超越的人,这无疑与身体素养所强调的"身体锻炼与人格培养并举"的整体论哲学在逻辑上相贯通。武术功夫在语义和哲学内涵两个层面上与身体素养有着极强的互释性,属于中国本有的身体素养思想,这就使得功夫修炼具备了提升当代人身体素养和助推当今武术发挥更广义的教育价值之重要意义。 相似文献
3.
Assessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognition identified in the literature emerged in these teachers’ assessment processes. Moreover, we found evidence that teachers’ epistemic cognition was iterative and nuanced, and required shifts in aims and reliable processes. This resulted in teachers forming new kinds of “epistemic matters” and questions beyond those ideas noted in existing models of epistemic cognition. Significance and implications are discussed. 相似文献
4.
Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis. 相似文献
5.
6.
探讨了瑜伽现代化过程中精神实践的认知转向与推广模式转型及其影响。瑜伽在传统文化环境中是印度本土宗教中实现宗教目的的修行方式,是传统哲学中达到自我完满状态的重要途径,是通过离群苦修达到“梵我合一”的手段。在现代化过程中,瑜伽通过融合心灵哲学、引入世俗目标、融入现实生活等方式实现了精神实践的认知转向。在现代瑜伽推广过程中,通过增强主体的多元性、形式的时代性、内容的功能性等方式实现了推广模式的转型,为世界“瑜伽热”提供助力,也为中国传统体育运动的发展传播提供了启示。 相似文献
7.
Paulo Ricardo Pereira Dos Santos Bruno Remígio Cavalcante Andreya Karolyne Dos Santos Vieira Marcos Duarte Guimarães Antônio Marconi Leandro Da Silva Anderson Da Costa Armstrong 《Journal of sports sciences》2020,38(17):1936-1942
ABSTRACT We performed a randomized, controlled trial to analyse the effects of resistance training (RT) on cognitive and physical function among older adults. Fifty participants (mean age 67 years, ~60% woman) were randomly assigned to an RT program or a control group. Participants allocated to RT performed three sets of 10-15RM in nine exercises, three times per week, for 12-weeks. Control group did not perform any exercise. Variables included cognitive (global and executive function) and physical function (gait, mobility and strength) outcomes. At completion of the intervention, RT was shown to have significantly mitigated the drop in selective attention and conflict resolution performance (Stroop test: -494.6; 95%CI: -883.1; ?106.1) and promoted a significant improvement in working memory (digit span forward: -0.6; 95%CI: ?1.0; ?0.1 and forward minus backward: -0.9; 95% CI: ?1.6; ?0.2) and verbal fluency (animal naming: +1.4, 95%CI 0.3, 2.5). No significant between-group differences were observed for other cognitive outcomes. Regarding physical function, at completion of the intervention, the RT group demonstrated improved fast-pace gait performance (?0.3; 95% CI: ?0.6; ?0.0) and 1-RM (+21.4 kg; 95%CI: 16.6; 26.2). No significant between-group differences were observed for other mobility-related outcomes. In conclusion, RT improves cognitive and physical function of older adults. 相似文献
8.
Jennifer L. Etnier Paul M. Sprick Jeffrey D. Labban Chia-Hao Shih Stephen M. Glass Jarod C. Vance 《Journal of sports sciences》2020,38(19):2264-2272
ABSTRACT Meta-analytic evidence supports that exercise has benefits for short-term memory (STM) and long-term memory (LTM). However, only three studies with children have tested the differential effects of exercise on STM and LTM. The purpose of this study was to examine the effects of an aerobic fitness test on STM and LTM and to consider the moderating effects of grade level. Children (7–13 years of age) were randomly assigned to either perform an aerobic fitness test before (exercise prior) or after (exercise post) performing the Rey Auditory Verbal Learning Test (RAVLT) to assess memory. Memory was tested again after approximately 24 hours. There were significant differences in memory performance as a function of grade with 4th and 6th graders consistently outperforming 2nd graders. For learning, Day 1 Retention, 24-hr recall, and Day 2 Retention, the exercise prior group performed better than the exercise post group. It is concluded that an aerobic fitness test performed prior to a declarative memory test benefits LTM as compared to when the aerobic fitness test is performed after the memory test. 相似文献
9.
母语与第二语言语感关系的认知阐释 总被引:1,自引:0,他引:1
陶立军 《荆门职业技术学院学报》2008,23(10)
认知语言学为传统的语感研究提供了新的视角,图式理论对语感的生成及发展机制具有较强的解释力,将语感看做人们在接触大量的语言事实的基础上形成的一种认知结构,并可以作为认知理解新的言语信息的基础。文章运用图式及原型理论的原理对母语与第二语言语感的关系从认知角度进行阐释,指出母语的语感图式是典型的,占据语感范畴的中心地位,而第二语言的语感图式是非典型的、模糊的、边缘的,并由此对外语教学中语感培养的重要性及培养途径有所启示。 相似文献
10.
严凤仙 《宁波教育学院学报》2006,8(5):82-84
音乐是发展孩子想象力、创造力,促进个性发展的有效手段。在音乐教育中我们要以幼儿为本,充分发挥幼儿的自主性,要改变以往使艺术成为技能训练和表演的功能。我们可以让幼儿通过倾听音乐、感受旋律、表现音乐,体验快乐情绪;通过让幼儿创编歌词、创编动作、创编节奏,充分发挥幼儿的创造潜能;通过培养幼儿的协作意识、规则意识、良好情感,促进幼儿综合素质的提高。 相似文献