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Nazir Hawi 《美中教育评论》2010,7(9):47-57
The author has undergone a major shift in the way of teaching his undergraduate computer programming courses. In the classroom, the teacher＇s computer is connected to a splitter and a video projector that display the computer＇s screen to the entire class. Using this technology, the programming language itself is used live in class to help the students learn how to program. The students are learning in a context by far livelier than those of previous methods. Teaching computer programming is not achieved by lecturing and writing the program instructions on board or by displaying program instructions to the class on transparencies or slides of electronic presentations. With the implementation of student-centered approaches, the students migrated from the state of passive receivers to constructors of computer programming concepts. Students are coached to develop a sense of exploration, individuality and autonomous thinking. The enthusiasm for technology has been facilitating and supporting the learner-centered approach. Everyone in this approach is a learner, including the teacher. 相似文献
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Kofi Bentum Wilson 《美中教育评论》2014,(6):387-394
This study reported the findings of a survey from a broader study conducted to： （a） find out the level to which students use computers; （b） compare which gender is more proficient in computer use; and （c） discuss the relationship between students＇ age and their computer proficiency. Activity theory was adopted as the theoretical framework to explain behavioural intentions of computer interactions. The study used self-answering questionnaires with closed-ended items to collect data from a group of teacher-trainees. A total of 1,500 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means, frequencies, standard deviation, independent sample t-test, Chi-square test, and cross-tabulation. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are： 1 Younger students have higher computer proficiency skills as compared to the older students; 2. The students use computers for various activities including listening to music, playing games, researching, chatting, and e-mailing; 3. The students get access to educational resources including electronic journals, e-books, open educational resources （OER）, educational digital video disk/compact disc （DVD/CD）, and online databases; and 4. Male students have higher technology literacy skills than female students. The study recommended that efforts should be made to provide more access time to computing facilities to increase students＇ computer usage. There is a need to bridge the computer usage gap between male and female students. Older students should be encouraged to improve their technology literacy skills. Furthermore, the results suggested that the students used technologies within the objectivist model of teaching and learning. From the findings, teacher education programs need to provide teacher-trainees with further training programs to help them enhance their skills in the use of computers as an instructional tool for teaching and learning. 相似文献
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The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance. 相似文献
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The results of lEA （The International Association for the Evaluation of Educational Achievement） PIRLS 2006 （Progress in International Reading Literacy Study） has showed that Latvia has the 6th largest gender gap in reading literacy scores and that is an indication of a serious problem of education in this country. The purpose of the paper is to find out reasons behind boys＇ low achievement to help improve their reading literacy. The proposed hypothesis is that boys and girls are differently affected by the same factors. If that is so, teachers, parents and other education practitioners should be aware of this fact to adapt reading literacy studies for both genders at maximum efficiency. In this research, PILRS 2006 data are used and different structural equation models are created to find out which factors have the most influence on boys＇ reading achievement. Structural equation modeling （SEM） is based on achievement scores and student and parent questionnaire data. The model formed using all population data was applied to boys＇ and girls＇ data separately to observe different influence of the same factors on students reading achievement scores. The comparison of standardized coefficients of structural equation model among five countries （Spain, Russian Federation, Lithuania, Latvia and Trinidad and Tobago） has been performed. Running the same model over different boys＇ and girls＇ data of different countries has showed that the strengths of relationships among the variables are similar. It was expected to observe noticeable differences between SEM coefficients of boys＇ and girls＇ data, but it turned out that big gender differences in reading achievement does not mean big differences in standardized coefficients of structural equation model and vice versa. It is found that school environment has greater impact on boys reading literacy. 相似文献
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It is known that the IELTS test has not been a good predictor of English capability in academic settings. More information is required. Are students not motivated to keep improving their English; what obstacles do they face? The English language issues facing international students from China at one University are explored through a survey and focus groups. It is observed that a lack of motivation is not the key factor. Rather one core problem is the very difficult demands of acculturation within a short time frame which would enable confidence for the students to continue to engage with other English speaking students. When faced with such immediate and hard to achieve acculturation, many retreat to their language groups. In the academic context, support for the transition to discipline based academic genres is double difficult as the time frame for second language learners is longer, but performance requirements are more immediate. Many first language students also have difficulties in this area, but have the easier language path to mastery. The study draws usefully on a comparison made with students studying English in China. 相似文献
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Teachers＇ questioning is quite significant on motivating learners. When asking questions, teachers need to find a balance between convergent and divergent questions. Wait-time is also very important when questioning. This study was based on a survey of 34 students who were taking academic English language courses in a UK university （the University of Hertfordshire） and also suggested that three to five seconds is the most suitable wait-time for students. 相似文献
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Sebnem Kandil lngec Serap Aga Mina Sahingoz 《美中教育评论》2014,(12):823-841
This study aims to measure girls＇ technical and vocational high school students＇ information and communication technology （ICT） skills and to investigate these in terms of different variables. The singular and relational survey model was used in this study. The sample composed of 119 technical and vocational high school students. The data were collected through a paper-based survey composed of two parts. In the first part of the survey, there are 15 items about personal information and demographic information about the participating students. In the second part, there is a scale about ICT skills. The data were analyzed by Statistical Package for Social Sciences （SPSS） Version 21.0 by means of percent, frequency, mean, mode, median, Mann-Whitney U, and Kruskall-Wallis test. The results showed that there were no significant differences in the technical and vocational high school students＇ ICT skills with respect to gender, class level, experience in the use of computers, frequency of using the Internet, working style, learning style, and motivation style. As for the ＂number of aim using the Internet＂ variable, a significant difference in the ICT skills scale was observed. 相似文献
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SHI Ru SHAN Shou-qin TIAN Jian-quan 《美中教育评论》2007,4(9):20-24
The Myers-Briggs Type Indicator （MBTI） was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion （I） and judgment （J）, whereas the extraverted （E） and perceptive （P） types had the lowest grades and dropped out of the course in the largest numbers. When combinations of MBTI types were compared, the highest grades were earned as follows： IJ 〉 SJ 〉 ST 〉 IS （S： Sensing; T： Thinking; J： Judgment）. This ranking indicates that a sensing personality also has a strong relationship to achievement in this pharmacy course when it is combined with judgment, thinking. Instructors and students need to be aware of the relationship between personality and learning so that they can modify their teaching style and learning behavior to enhance academic achievement. 相似文献
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CHEN Hsiao-ching CHOU Chih-cheng 《美中教育评论》2007,4(7):56-58
High schools have over the past few decades been discredited with institutionalization, standardization, and academic-orientation （Manno, 1995; NASSP, 1996）. As a result, it has failed to prepare students for the society which has been undergoing exponential change. A majority of students have been either neglected or left uncared for because of their relatively low academic achievement. To meet with the persisting educational problems, the authors endeavor to investigate whether high schools, which have adopted the following four characteristics, are able to produce better-performing students than traditional institutionalized high schools. （1） More interactions between different members of the school. （2） Everyone holds responsibility for students＇ total development. （3） More teacher feel satisfaction and higher morale. （4） Less dropouts and fewer class-cuttings and lower rates of absenteeism. Based on the statistical data collected from 9,570 students in 781 high schools, the authors find that in both mathematics and science, academic gains are substantially higher in schools with higher levels of these four characteristics. One more important finding is that students are learning more in smaller schools, and the performance gaps between students from different backgrounds are smaller as well. 相似文献
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A fast integration method for translating-pulsating source Green’s function in Bessho form简 总被引：1，自引：0，他引：1
The singularities and oscillatory performance of translating-pulsating source Green＇s function in Bessho form were analyzed. Relative numerical integration methods such as Gaussian quadrature rule, variable substitution method （VSM）, and steepest descent integration method （SDIM） were used to evaluate this type of Green＇s function. For SDIM, the complex domain was restricted only on the 0-plane. Meanwhile, the integral along the real axis was computed by use of the VSM to avoid the complication of a numerical search of the steepest descent line. Furthermore, the steepest descent line was represented by the B-spline function. Based on this representation, a new self-compatible integration method corresponding to parametric t was established. The numerical method was validated through comparison with other existing results, and was shown to be efficient and reliable in the calculation of the velocity potentials for the 3D seakeeping and hydrodynamic performance of floating struc- tures moving in waves. 相似文献
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In the process of classroom education, setting questions in class is an important teaching method, which is used in the whole teaching activity and acts as the link between the thoughts of teachers and students. Hence, creating a wisdom class and using according questions to aid the class are of great significance to both students and teachers. In this paper, 40 elementary students from the 9th grade and 10 of their teachers were studied and the result showed that learning requirements facing to the whole class and students＇ learning beliefs are essential principles, and questions should be set by having an exhaustive understanding of the textbook, giving previous homework, creating a thinking atmosphere, and setting a proper difficulty for the students. The proper time to set questions is when the old knowledge and new knowledge of the student conflict in the awareness of the student, when the teacher wants to spread thought, and when the teacher wants to make a conclusion. 相似文献
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Evangelia Marinakou 《美中教育评论》2014,(8):536-547
Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate＇the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States （U.S.） amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students＇ course evaluation forms of the instructor＇s teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor＇s preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor＇s overall performance and the overall student satisfaction from the course. The instructor＇s performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies. 相似文献
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Naziha Ahmad Azli Mohd Shahizan Othman 《美中教育评论》2008,5(3):16-23
The Faculty of Electrical Engineering, University Technology Malaysia is currently moving towards a Problem-Based Laboratory implementation rather than the conventional instructional-based laboratory for final year students. The laboratory has commenced session with about 500 students＇ registration in the 2007/08/1. The Problem-Based Laboratory requires each group of four or five students to solve three given problems in three different laboratories per semester. Each problem has to be solved by conducting the related experiment within four weeks. As they are various evaluation criteria that need to be considered, a web-based evaluation system is proposed in determining the final grade of the students. The evaluation system allows the laboratory coordinators to log in as administrators in order to monitor the evaluation process, which involves both the laboratory technicians and students. The developed web-based evaluation system has proven its capability in working interactively with the users. From the uploading of student＇s information, group division, marks insertion and total marks calculation for the final grade. It is anticipated that the web-based evaluation system can ensure reliability and security in determining a student＇s grade in a Problem-Based Laboratory in a shorter time especially when dealing with a large number of students. 相似文献
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Recent years,many high schools enlarged their dimensions of enrollment along with the colleges’enlarged enrollment.As a result,the vocational schools’enrollees are mostly the graduated junior high school students who are not qualified to enroll in the senior high schools.The researcher found many students didn’t have interests in English reading.They often chat,read novels,or even sleep.That badly interrupted the accomplishment of regular teaching process.Most of the colleagues of the researcher contributed that to the lowered quality of students.But there might be many further reasons decreased the students’reading interests,such as,the teachers’teaching methods,the applicability of the textbooks,the teaching environment,and etc.Many researches had been conducted on the issue of the English reading.But there are a few practical researches on how to enhance students’interests in English reading.The researcher hypothesized that the communicative teaching activities(shortened as CTA hereinafter)can enhance students’reading interests.A three-week project was conducted among 35students.CTA was arranged in each of the three stages of English reading teaching,namely the pre-reading stage,the while-reading stage and the post reading stage.The researcher analyzed the weekly diary that described the performance changes of students,and also the exercise marks they got in the classes in three weeks.The results turned out students’interests in English reading had been highly improved after the application of CTA.The significance of this project is that the application of communicative teaching activities can enhance students’reading interests.And those teachers who are meeting the same problem in their teachings can benefit from this project. 相似文献
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Philippos Pouyioutas Emilios Solomou Christina Ioannou Fabrizio Boldini Maria Rita Bracchini 《美中教育评论》2010,7(6):92-100
This paper presents the EUCLIDES （Enhancing the Use of Cooperative Learning to Increase Development of Science Studies） project （134246-LLP-1-2007-1-IT-1-COMENIUS-CMP）, which aims at introducing and pilot-testing an innovative teaching and training methodology, based on the constructivist approach and on problem-based learning （PBL）, through the use of information communication technology （ICT） instruments. This methodology has been developed for the study of science subjects and, is currently used in some European schools of secondary education, involving teachers and students. A moodle platform has been developed to enforce the application and use of the methodology. Through this platform, teachers can monitor the progress of the work of the students and intervene as facilitators when it is necessary to provide further co-ordination, pose questions and suggest problem-based approaches. The use of the platform secures that the teachers remain distant from the students allowing students to work by themselves and find solutions to the problems posed. 相似文献
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Analysis of a rainwater harvesting system for domestic water supply in Zhoushan, China 总被引：1，自引：0，他引：1
The domestic rainwater harvesting system （DRHS） is an water demands. A computer model has been generated to analyze the important freshwater source for Zhoushan, China to meet performance of the DRHS with different ratios of D/（AR） （water demand/average annual collected runoff） and S/（AR） （storage capacity/average annual collected runoff）. The performance of the DRHS was analyzed by means of the model simulation, which is described by its water shortage rate （WSR） and water loss rate （WLR）. Using the data, a set of dimensionless design calculation chart is introduced. When the water demand and requirement of the design are known, the established chart can be used to easily determine the storage capacity and catchment （roof and other surface） area required to achieve a desired performance level. 相似文献
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Syed Zubair Haider Athar Hussain 《美中教育评论》2014,(7):465-480
Teachers always played a significant role in the intellectual and moral development of students by using various techniques, assessments, and methods to improve student achievement in school＇s subjects. This study therefore focuses on the effect of teacher factors, such as assessment interval, communication language, the distance of residence, and the teacher＇s personal characteristics （gender, age, academic and professional qualification, designation, experience, and in-service training） on the 9th grade students＇ achievement in three subjects （English, Chemistry, and Mathematics at secondary level）. The population of the study is comprised of all ＂public sector＂ secondary schools, male and female teachers, and boy and girl students. A total number of 16 secondary schools （eight for boys and eight for girls）, 114 secondary school teachers （66 males and 48 females）, and 2,404 students （1,400 boys and 1,004 girls） were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean, and standard deviation were employed to obtain stronger validity to the study. The results of the study identify weak and negative weak relationship between most of the teacher factors and student achievement in three subjects but the relationship between students＇ background and learning achievement in all three subjects were found positively correlated. 相似文献
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With the rapid development of information technology, how to utilize the Web in the field of language teaching has become a heated issue in the foreign language teaching reform around the whole world. For so many years, during the teachercentered English writing teaching process, students have no choice but to accept model essays and recite the well-performed sentences and structures. it is hard for teachers and students to conduct an effective interaction, which leads to students’ lacking of writing motivations. The author conducted the experiment with QQ group as a medium, and analyzed the results of the experiment among 66 students from Wuhan University, in order to study how to make good use of the network environment to promote the communication and interaction between students, and then enhance their writing motivation. The experimental data and discussions show that online interaction can motivate students to complete writing tasks, especially enhance their instrumental achievement and intrinsic motivation. 相似文献