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1.
口译任务的成功与否在很大程度上取决于口译笔记。本文以DanielGile的“认知负荷模型”为理论基础。通过对天津科技大学本科三年级英语专业口笔译方向的学生进行的实证研究,讨论了笔记的语言选择对英汉口译的影响。实验结果表明,在英汉口译中,译者分别使用源语（英文）和目的语（中文）记笔记,口译任务完成情况存在着显著差异：采用源语（英文）记笔记对译者口译质量的影响是正面的,然而,采用目的语（中文）记笔记使译者口译质量明显下降。 相似文献
2.
蓝丽娟 《中国科教创新导刊》2010,(18):185-185
本文主要介绍在高中数学教学中教师如何从：（1）明确记课堂笔记的重要性;（2）如何记好课堂笔记;（3）如何通过整理笔记做好课下复习。等方面阐述在新课改下,如何让学生走出为记笔记而记笔记,如何让数学笔记发挥更大的作用。 相似文献
3.
为研究初二学生记物理笔记方式对学习的影响,本文作者通过实验比较书上组、本上组、兼有组和不记组的学习效果。结果发现四种记笔记方式的学习结果没有差异。由此得出结论：真实课堂条件下,初二学生是否记物理笔记,以及笔记方式对学习效果没有影响;记笔记的作用主要体现在外部贮藏功能上;提高学生记笔记技术是一项重要而迫切的工作。 相似文献
4.
研究采用问题解决作业单和认知作业分析法考察了71名高中生解决学科问题时的图式归纳和迁移情况。结果表明：（1）在问题结构相同的情况下，增加问题表面相似性能促进问题解决迁移；（2）近类比条件有助于同一学科领域问题的迁移，而远类比条件可能更有助于跨学科领域问题的迁移；（3）近类比条件下，图式归纳水平对学科问题迁移的影响不大，远类比条件下，较高的图式归纳水平有助于学科问题解决的迁移。 相似文献
5.
将培训迁移效果划分为近迁移效果和远迁移效果，能够更深入地测量和评价培训效果。培训迁移效果的影响因素很多，其中，受训者个体特征是非常关键的因素。研究个体影响因素中学习动机和吸收能力两个方面，从成人学习理论的角度出发，应用多元回归方法，探讨学习动机和吸收能力与近迁移效果和远迁移效果之间的关系，检验受训者学习动机和吸收能力对培训迁移效果的影响，进而深化对培训迁移效果影响因素的研究。 相似文献
6.
多重数学样例的变异性对学习者学习迁移的影响是:样例的变异性对学习者学习迁移的影响与迁移程度有关.对近迁移而言,样例的变异水平对其影响不大,但对于中等迁移和远迁移而言,样例的变异水平有显著影响. 相似文献
7.
笔者通过多年生物教学发现，做好生物笔记是学生学好生物的一个重要方面，是引导学生注意听讲、训练正确的学习方法、培养各种能力、提高学习效率的重要途径。在教学过程中发现，刚升入初中的学生有许多不重视课堂笔记，一部分学生没有掌握正确有效的记笔记的方法，有的学生甚至根本就不做笔记，这样，到复习的时候就倍感困难，从而影响学习效率。因此，课堂上渗透教学生做笔记的方法是十分必要的。 相似文献
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样例学习在中学化学教学中应用的初步研究 总被引：1，自引：0，他引：1
对在中学化学教学中开展样例学习进行了初步研究，结果表明，样例学习对于新手认知技能习得有较大促进作用，被试学生不仅在近迁移项目上有很好的表现，同时远迁移也比常规组表现优异，而学习时间并没有显性改变。 相似文献
10.
《初中生学习(中考新概念)》2008,(9)
做笔记是门很少有人研究的学问。会做笔记的同学可能记得很简单,但是很有效。相反,有的同学上课时几乎一直在记笔记,笔记记得密密麻麻,但课后几乎不看,因为看笔记和看书没有什么区别,如此记笔记,不仅效果差,而且会影响听课效果。所以学会做笔记对于每一个同学来说都是很重要的。 相似文献
11.
Cogmed Working Memory Training (CWMT) is a commercial cognitive-training program designed to foster working-memory capacity. Enhanced working-memory capacity is then supposed to increase one's overall cognitive function and academic achievement. This meta-analysis investigates the effects of CWMT on cognitive and academic outcomes. The inclusion criteria were met by 50 studies (637 effect sizes).Highly consistent near-zero effects were estimated in far-transfer measures of cognitive ability (e.g., attention and intelligence) and academic achievement (language ability and mathematics). By contrast, slightly heterogeneous small to medium effects were observed in memory tasks (i.e., near transfer). Moderator analysis showed that these effects were weaker for near-transfer measures not directly related to the trained tasks. These results highlight that, while near transfer occurs regularly, far transfer is rare or, possibly, inexistent. Transfer thus appears to be a function of the degree of overlap between trained tasks and outcome tasks. 相似文献
12.
A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts. 相似文献
13.
The concreteness of training materials influences learning and—perhaps more importantly—transfer. Building on prior research finding abstract representations best facilitated transfer to a game task, we conducted a similar study using training figures varying in concreteness but directly assessed transfer to modular arithmetic problems. Training figures: (a) were purely abstract, (b) were abstract but with features relevant to the transfer task, or (c) included additional concrete-relevant features. We hypothesized that concreteness—or number of relevant features—would be positively correlated with learning and transfer—especially among younger and/or lower-ability students. Although there was no overall difference in initial learning, the concrete-relevant and abstract-relevant features independently facilitated near-transfer, where concrete-relevant features supported lower-reasoning students. For far-transfer, eighth-graders benefited from the abstract-relevant features, whereas sixth-graders required additional concrete-relevant features. These findings suggest that concreteness interacts with learner and task characteristics to produce learning and transfer outcomes. 相似文献
14.
Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations
《Contemporary educational psychology》1998,23(1):90-108
It was investigated to what extent example variability and the elicitation of sophisticated self-explanations foster the acquisition of transferable knowledge by learning from worked-out examples. In addition, it was asked whether the effects of these factors are moderated by the learners' levels of prior topic knowledge. To this end, we had 56 apprentices from a bank learn calculation of compound interest and real interest. They were randomly assigned to the four conditions of a 2 × 2-factorial design (factor 1: uniform vs. multiple examples; factor 2: spontaneous vs. elicited self-explanations). The learning results were measured by a post-test comprising near-transfer problems and far-transfer problems. It was found that the acquisition of transferable knowledge can be supported by eliciting self-explanations. In the case of near transfer, especially learners with low levels of prior topic knowledge profited from the elicitation procedure. On the whole, the findings underline the “causal” relevance of the quality of self-explanations for knowledge acquisition by learning from worked-out examples. The assumption that multiple examples foster transfer performance, at least when sophisticated self-explanations are elicited, was not supported. 相似文献
15.
This study explores whether linguistic features can predict second language writing proficiency in the Test of English as a Foreign Language (TOEFL iBT) integrated and independent writing tasks and, if so, whether there are differences and similarities in the two sets of predictive linguistic features. Linguistic features related to lexical sophistication, syntactic complexity, cohesion, and basic text information were investigated in relation to the writing scores for both integrated and independent samples. The results of this study show that linguistic features can be used to significantly predict essay scores in the integrated as well as the independent writing. When comparing across the two writing tasks, there are both similarities and differences in the two sets of predictive features. For instance, lexical sophistication was found to be a significant predictor for both tasks while features such as verbs in 3rd person singular form and semantic similarity were only significant predictors for the integrated task. These findings demonstrate that evaluation of the two writing tasks rely on similar and distinct features, and are at least partially assessed using different linguistic criteria. Implications of these findings for the assessment of second language (L2) writing are also discussed. 相似文献
16.
彭康洲 《内江师范学院学报》2006,21(1):114-117
大学英语任务型课堂设计应体现如下原则:兼顾封闭式和开放式任务;形式和功能并重,以建构意义;让学习者最大化地接触真实的语言并自由地使用语言,并尽量地以学习者的个人经验为基础,以提高他们的兴趣,让他们与目的语材料产生共鸣;针对不同的学生设计不同的任务;最大化地涉及到教育的过程。设计课堂任务时必须兼顾学习策略和跨文化能力的培养,必须实行个性化教学,必须保证教师足够的授课时间,在教师的引导下,帮助学生形成自主的学习能力。 相似文献
17.
任务型教学法在大学英语教学中的运用 总被引：5，自引：0，他引：5
任务型英语教学法是指以意义为中心,以完成交际任务为教学目标的英语教学方法.它可以分为真实性和教学型任务.本文以笔者的教学经历及实际课堂教学任务的设计为例,从任务的定义、类型、基本特征、教学模式的设计和结构等几个方面探讨了如何在英语教学中渗透任务型教学法的理念,进而增强大学英语教学的实用性,提高学生的语言交际能力. 相似文献
18.
朱敏 《湖北第二师范学院学报》2013,(12):119-121
《大学英语课程教学要求》和大学英语四、六级网考对非英语专业大学生在真实语境中的听力理解能力提出更高的要求,明确了大学英语的教学目标是在真实场景中的交际能力。在大学英语听力课中迫切需要引入真实语料,并在课堂中实施真实性交际任务。本研究介绍了真实语料的定义和特点,提出大学英语真实任务型教学的三个关键环节,为教师选编语料,实施课堂教学提供依据。 相似文献
19.
严丽明 《当代教育理论与实践》2021,13(2):13-18
小学拼音教学应充分体现拼音的工具性,课堂活动的设计和开展应遵循"用中学"的教学原则。拼音教学过程中,教师应该结合拼音的实际功能,设计有意义的、符合学生年龄特点的、与实际生活经验挂钩的情景化任务,让学生在体验拼音的实际作用的过程中掌握拼音。实践证明,基于"用中学"原则的任务型教学模式能有效提高拼音教学的效率,增强拼音教学的有效性。 相似文献
20.
在英语语言教学中，以任务为中心的教学模式得到了广泛的传播和运用。该领域的研究皆表明课堂语言教学任务的实施对外语学习的学习成绩起到了积极的作用。本通过个案分析探讨如何通过成功地实施课堂任务以达到提高学生语言交际能力的目的。 相似文献