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Clement, Feltus, Kaiser, and Zentall (2000) found that when pigeons have to work to obtain a discriminative stimulus that
is followed by reinforcement, they prefer a discriminative stimulus that requires greater effort over one that requires less
effort. The authors suggested that such a preference results from the greater change in hedonic value that occurs between
the more aversive event and the onset of the stimulus that signals reinforcement, a contrast effect. It was hypothesized that
any stimulus that follows a relatively more aversive event would be preferred over a stimulus that follows a relatively less
aversive event. In the present experiment, the authors tested the counterintuitive prediction of that theory, that pigeons
should prefer a discriminative stimulus that follows the absence of reinforcement over a discriminative stimulus that follows
reinforcement. Results supported the theory. 相似文献
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张正江 《重庆第二师范学院学报》2006,19(2):122-124
考察表明,我国“普九”后的西部民族地区存在着学校负债严重、教师收入偏低、班额和校均学生人数太多、教师队伍整体素质不高、教学效益低下等问题。主要是“普九”是作为一项政治任务来完成的,国家“普九”经费数额远远不够,许多学校是迫于压力而借债“普九”等。 相似文献
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刘红 《贵州教育学院学报》2002,18(5):14-17
通过对贵州省贫困地区中小学校长基本信息、个人素质、教育思想的调查与分析，发现部分校长存在一些不容忽视的问题，主要是基本条件不达标，选拔方式单一、敬业精神不够、学校管理流于一般、知识功底较薄弱，教育技术运用较困难、缺乏现代教育观。 相似文献
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刘兴旺 《邵阳学院学报(社会科学版)》2002,(Z2)
学校德育的实践中 ,德育的目标、过程、方法中“人”的务虚成份多 ,使学校德育失去了“人”的基础 ,根据现代教育和社会的发展需要 ,要确立人的主体性 ,肯定人的因素是学校德育的核心因素 ,充分发挥人的主观能动性、积极性和创造性的作用 ,学校德育应树立“以人为本”的核心理念 相似文献
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远程教育平台支持下的网络授课的教学内容设计应强调促进生成,同时,在平台支持下,促进生成的教学内容设计具备可能性。促进生成的教学内容设计可以关注六个元素,将它们有机地融入教学内容设计中:"引发猜想的元素"、"触发联想的元素"、"在场感的制造"、"接受障碍的设置"、"融入不确定性知识"、"教学留白"。 相似文献
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Carrie R. Giboney Wall 《Teacher Development》2016,20(3):364-379
Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher. 相似文献
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《Exceptionality》2013,21(3):129-130
Expository text is often neglected in the elementary school curriculum even though most of the reading that children do in school is of that type. Most of the research that demonstrates the importance of text structure in reading comprehension and the benefits that accrue from instruction in text structure deals with children at or above the 4th grade. This research literature, reviewed briefly, provides the basis for the work that is described in this article, which involves younger children. First, a study is presented that demonstrates that children are sensitive to text structure, and therefore would benefit from instruction, as early as 2nd grade. Second, a new instructional program is described that focuses intensively on one specific expository structure, compare and contrast. Finally, the results of a study that evaluates the effects of the program are described. 相似文献
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Bennetf G. Galef 《Learning & behavior》1990,18(4):347-351
Rats that (1) either ate a small sample of one or two foods (Diet A or Diet B) or interacted with a demonstrator that had eaten either Diet A or Diet B, (2) ate both Diets A and B in succession, and (3) were made ill preferred whichever of the two foods they or their respective demonstrators had eaten. Although eating a food and interacting with a demonstrator that had eaten that food were each sufficient to enhance preference for the food, eating particles of food clinging to the fur of a demonstrator was not necessary for enhancement of preference for the food that a demonstrator ate. Subjects exposed to demonstrators they could not physically contact still exhibited enhanced preference for the food that their demonstrator had eaten. The data were discussed as indicating that although smelling a diet, eating a diet, and interacting with a demonstrator that had eaten a diet can each enhance preference for that diet, it cannot be inferred that eating a food, smelling a food, and interacting with a demonstrator that has eaten a food each affect diet preference via the same process. 相似文献
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Effective teacher professionalization in networks? 总被引：1，自引：0，他引：1
Teacher professionalization has been focused to strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that networks that focus on (self-) reflection, that exploit subgroups and networks meetings with a strong content focus, that stimulate enthusiasm and are instructive, that build a community of teachers and that make room for application of new materials/methods in the classroom, are the most promising ways for professional development and job motivation. 相似文献
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Education as Service: The Understanding of University Experience Through the Service Logic 总被引：1，自引：1，他引：0
With the marketization of UK higher education, this paper develops a framework from services marketing that can assist universities in understanding what market orientation means and how students would value their offerings. Our study shows that the core service in a university experience is a learning experience that is cocreated and that the value is emergent, unstructured, interactive, uncertain, with a hedonic dimension. Our paper modifies the gap model of service quality to show that an ideological gap exists that may also impede the quality of the university experience. We propose that a one-sided expectation by students leads to student consumerism and disengagement. Paradoxically, we show that a true student-orientated marketing puts the university ideology at the center of marketing efforts and that marketing may well be an effective tool to communicate such ideologies. 相似文献
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A microgenetic/cross-sectional study of matrix completion: comparing short-term and long-term change 总被引：2，自引：0，他引：2
A design that included both microgenetic and cross-sectional components was used to examine 135 Slovenian children's acquisition of matrix completion proficiency and compare microgenetic and age-related changes on the task. The microgenetic analyses indicated that children's errors became increasingly variable shortly before they discovered the correct strategy, that the correct strategy became dominant quite quickly following its initial use, that improvements in matrix completion performance generalized to conservation, and that amount of learning correlated positively with IQ. The microgenetic/cross-sectional comparison, which involved contrasting the changes that occurred over seven experimental sessions with the changes that occurred between ages 6 and 7 years, indicated that the two patterns of change were highly similar. 相似文献
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通过对江苏省某县农村中学师资队伍现状的调查,发现农村中学教师中存在着以下问题：生活条件艰苦,结构不合理,学历资格合格率不高,评高级职称机会少,职业倦怠感强烈,缺乏崇高的职业理想。从心理契约理论的视角设计E（Establishing）-A（Adjusting）-R（Realization）农村中学师资队伍建设的循环模式,可以为有效解决上述问题提供一种选择。 相似文献
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It is important to know that one knows, to be able to discriminate what one knows from what one does not, since that is a basis for making decisions about using and augmenting one's knowledge. A measure of knowing that one knows has been proposed, the detectability of correctness, the ability to discriminate those answers that one gives that are correct from those that are incorrect. This paper presents the background of the problem of knowing that one knows, points out how previous efforts at measurement have been faulty and presents empirical results that indicate that detectability of correctness is a valid and stable measure. 相似文献
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Peter Gardner 《Journal of Philosophy of Education》2004,38(1):121-128
Michael Hand's recent paper, ‘Religious Upbringing Reconsidered', re‐opens a debate that was flourishing over a decade ago in this journal and, long before that, in the works of others. In this response I examine Hand's claims that earlier contributions to the debate passed over the central problem and that he can solve that problem. I endeavour to show that several of Hand's arguments, such as those dealing with indoctrination, as well as his claims may be flawed, that the relevance of his inquiries is open to question, but that his hidden and, apparently, unacknowledged agenda should not remain hidden or passed over. 相似文献
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从环境行为外部不经济性理论的产生、政府对外部不经济性环境行为进行干预的经济学基础两方面分析，环境法律责任的经济学基础是环境行为对环境产生的外部不经济性。基于此，政府必须利用法律责任对外部不经济性环境行为进行干预，甚至通过环境民事、行政和刑事法律责任对其进行调整。 相似文献
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浅议经济全球化条件下的政府竞争力 总被引：1，自引：0，他引：1
经济全球化使全球变成一个巨大的市场，从而使政府面临的各种约束条件随之改变，由此带来的竞争向政府提出了如何提升自身竞争力的问题。本文从新制度经济学对政府竞争力概念的引申出发，建立在全球化背景下政府竞争的模型，探讨在新的约束条件下，政府竞争力的构成和作用。 相似文献
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ATLI HARÐARSON 《Journal of Philosophy of Education》2017,51(1):59-72
A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means and aims that are constituted by the means. I argue that further distinctions between ways in which ends and means can be related throw doubt on the remaining two tenets. My argument against the second one rests on a distinction between open aims that cannot be completed and closed aims that can be reached. I use a third distinction, between aims as principles of design and aims as principles of reform, to show that the third tenet of the technocratic model is also suspect. I conclude that a realistic view of educational aims must take into account that they are more multifarious than envisaged by the technocratic model of curriculum design. 相似文献