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反馈技术在电子技术领域里有着广泛的应用,但是反馈电路类型的判别在教学中是一个重点,更是一个难点,本文作者主要针对反馈放大电路类型的判别作了一些分析,并在教学实践中总结得到了一种更直接的判别方法——同极法。 相似文献
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反馈类型的判断一直是电子技术教学过程中的重点和难点之一。文中在分析了反馈的概念和分类之后,结合具体实例加以剖析,总结出了一条简单、快速、准确的判断规则。教学实践证明能有效的提高学生的学习效率。 相似文献
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反馈类型的判断一直是电子技术教学过程中的重点和难点之一。文中在分析了反馈的概念和分类之后,结合具体实例加以剖析,总结出了一条简单、快速、准确的判断规则。教学实践证明能有效的提高学生的学习效率。 相似文献
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在电子技术中,几乎所有实用的放大器都离不开负反馈。反馈的判断在模拟电路中,已成为重要学习内容之一。笔者发现许多教材中对此判断方法表述篇幅过多、系统性不强。为此,本文归纳了有关反馈的各种判断方法,使之更简便,易于学生掌握。 相似文献
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反馈在电子线路中得到极为广泛的应用。正确判断反馈电路的极性、方式是分析、设计反馈电路的基础。本文通过对反馈电路的分析、探究给出了一些新的简洁的判断方法。 相似文献
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反馈理论是《电子线路》中的重要内容，师专教材对反馈电路主要是进行定性分析，分析电路的反馈类型，反馈极性以及反馈对电路性能的影响等．其中反馈极性的分析尤为重要，也是教学中的一个难点．在现行的教材中，对反馈极性的分析都总结有一些规律，但不够全面，且分析的过程不能从反馈的概念出发，造成概念不清，学生不易掌握．在多年的教学实践中，我总结了一套分析反馈电路的方法和符号法则．1符号法则①标出输入端的电压、电流方向．假设电路输入端某一瞬间输入电压对地为，即，则输入电流正方向为流入基极方向，即②标出反馈电路各级… 相似文献
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闫勇 《思茅师范高等专科学校学报》2000,16(3):19-21
指出一般教材中反馈极性、类型的判断方法及其存在的困难;对一些文献中的简捷方法提出质疑;给出一种简捷明了、适用面广的判断方法。 相似文献
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张嵘 《乌鲁木齐成人教育学院学报》1999,(2)
反馈电路是电子电路中应用较广泛的电路。由于反馈可以便放大电路的性能得到改善,故在千变万化的电路中自然包含了不同形式的反馈类型。而如何迅速、准确判别电路中的反馈电路部分,则是初学者最感畏惧的。笔者根据众多的反馈电路,且从反馈形式上总结出四种类型,并对这些类型的判别方法和规律进行了理论和实际的讨论分析。 相似文献
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Ye Han 《Assessment & Evaluation in Higher Education》2020,45(5):680-696
AbstractAlthough the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy. 相似文献
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Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students’ feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set out an agenda for further research. 相似文献
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Although the effects of peer feedback have been studied from a number of perspectives, much remains to be learned about what leads students to act (or not) on their peers’ feedback in revisions. The present study examined the relationship between peer feedback features, student perceptions as potential mediators (understanding versus agreement with the feedback), and the likelihood of students’ implementation of the feedback. Peer feedback, back-evaluation comments, and revisions from 185 US high school students were analyzed. Investigated feedback features included four cognitive features (identification, explanation, solution, suggestion), and two affective features (mitigating praise, hedges). Logistic regression analyses revealed that: (1) both understanding and agreement with feedback predicted implementation; (2) presence of solutions predicted understanding of feedback; (3) mitigating praise predicted agreement of the problem; and (4) explanation and hedges predicted implementation separately from perception effects. Theoretical and practical implications of the findings are discussed. 相似文献
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Susie S. Cox Laura E. Marler Marcia J. Simmering Jeff W. Totten 《Performance Improvement Quarterly》2011,23(4):49-69
Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the mum effect) and attitudes that influence how performance feedback is given. Because technology has changed the nature of communication in organizations (e.g., feedback given by e‐mail), there is a need to determine how a feedback giver's preference for the delivery medium might influence the message. In this article, we develop three scales measuring the mum effect, discomfort with giving feedback, and feedback medium preference to determine feedback givers' tendencies, which may be used to improve feedback delivery. We then used these scales in a feedback situation. Findings are reported and practical implications discussed. 相似文献
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丁艳 《南昌教育学院学报》2012,(11):175-176
在大学英语教学过程当中,英语写作开始受到越来越多的学生以及教师的高度重视,然而,如果想要顺利的写出一篇语言流利且连贯的英语文章,对于绝大多数的学生来说是相当困难的,再加上学生的英语写作水平普遍较低,因此,学生很难准确对英语写作加以掌握。本文结合我国大学英语写作教学的现状,通过实验,深入的探究了大学生英语写作当中的教师反馈和同伴反馈的影响,希望能够有助于促进大学生英语写作水平的提高。 相似文献
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Bas T. Agricola Frans J. Prins Dominique M. A. Sluijsmans 《Assessment in Education: Principles, Policy & Practice》2020,27(1):6-25
ABSTRACTIn higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms. 相似文献
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E. A. M. Heijnsdijk A. Pasdeloup A. J. van der Pijl J. Dankelman D. J. Gouma 《Annals of dyslexia》2000,50(1):980-985
Background: Due to the limited force feedback provided by laparoscopic instruments, surgeons may have difficulty in applying the appropriate force on the tissue. The aim of this study was to determine the influence of force feedback and visual feedback on the exerted pinch force. Methods: A grasper with a force sensor in the jaws was developed. Subjects with and without laparoscopic experience grasped and pulled pig bowel with a force of 5 N. The applied pinch force was measured during tasks of 1-s and 1-min duration. Visual feedback was provided in half the measurements. Force feedback was adjusted by changing the mechanical efficiency of the forceps from 30% to 90%. Results: The mean pinch force applied was 6.8 N (± 0.5), whereas the force to prevent slippage was 3.0 N ( ± 0.4). Improving the mechanical efficiency had no effect on the pinch force for the 1-s measurements. The amount of excessive pinch force when holding tissue for 1 min was lower at 30% mechanical efficiency compared with 90% (105% vs 131 %, p = 0.04). The tissue slipped more often when the subject had no visual feedback (2% vs 8%, p = 0.02). Conclusion: Force feedback and visual feedbacK playa more limited role than expected in the task of grasping tissue with laparoscopic forceps. 相似文献