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1.
以人文精神为基调营造和谐校园 总被引：1，自引：0，他引：1
魏丽娟 《湖北广播电视大学学报》2007,27(1):36-37
本文从和谐校园与人文精神的关系展开,进一步说明当前高校人文精神缺失,以及构建和谐校园时,人文精神构建的必要性和构建的两大途径。 相似文献
2.
Richard Kazelskis Carolyn Reeves M. E. Kersh Gahan Bailey Katherine Cole Marilyn Larmon 《Journal of Experimental Education》2013,81(2):137-146
The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 constructs, bringing into question the separateness of the constructs. Results of the confirmatory factor analysis provided some support for a distinction between the constructs; the correlation between the 2 factors, however, was relatively high. Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved. 相似文献
3.
The purpose of this study was to determine the factors influencing teachers' intentions to implement the four strands (inquiry, knowledge, conditions, and applications) of the State of Ohio's (U.S.) Competency Based Science Model. Ajzen's Theory of Planned Behavior was used to examine the influence of three primary constructs (attitude toward the behavior, subjective norm, and perceived behavioral control) on teachers' intentions to engage in the targeted behaviors. The teachers' salient beliefs for each of the primary constructs were further examined to determine their degree of contribution. Differences between various teacher populations for both intent and the three primary constructs were also investigated. The data were obtained using survey research (N = 800 Ohio teachers, randomly selected and stratified by grade level and state region). Backward solution multiple regression and analysis of variance techniques were used for statistical analyses. Results indicated that the attitude toward the behavior construct held the greatest influence of Ohio teachers' intent to implement all four strands of the science model; several salient beliefs for each of the three constructs significantly contribute to the constructs; and significant differences exist between various teacher populations for both intent and the three constructs. © 1996 John Wiley & Sons, Inc. 相似文献
4.
This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety-three university students participated in the questionnaire. The data collected from this empirical research identify different hierarchical constructs of the conceptualised learning environment and reconceptualise the period of system reformation influenced by the EOL. The key findings include the identifications of the attractors and repellors framed by the DST and the impact on the changes in the learning constructs. The results of this paper contribute to further understanding of the university constructs' changes to better plan and support students' active learning in higher education. 相似文献
5.
论转义修辞在话语活动中的审美认知作用 总被引：1，自引：0，他引：1
谭善明 《福建师范大学学报(哲学社会科学版)》2007,(3):39-45
人类在认识世界和构造观念的过程中,以转义修辞的方式加以审美地把握,并由此建构了我们的认知.转义修辞建构认知的特殊性在于,它是以审美的方式作用于人的主观观念,首先通过语言以感性的、形象的、情感的力量影响或改变人的判断、理智甚至思维.新诞生的话语欣喜地以审美击破旧的认知、构建新的认知,这体现了审美与认知的统一,转义修辞通过确立审美认知解构了概念认知. 相似文献
6.
DeWayne Moore Karen Zabrucky Nannette Evans Commander 《Contemporary educational psychology》1997,22(4):457-471
Evidence for the factorial, convergent and discriminant, and criterion-related validity of the Metacomprehension Scale (MCS) was examined in a sample of 237 young adults. The instrument was factorially heterogeneous but exhibited homogeneity within each of the seven subscales. Evidence for the convergent and discriminant validity of the MCS was examined by correlating the subscales from the MCS with subscales from metacognitive questionnaires measuring similar constructs from related domains. In general, correlations within constructs were larger than correlations between constructs, providing preliminary evidence of the convergent and discriminant validity of the MCS. The criterion-related validity of the MCS relative to other metacognitive measures was examined by using the metacognitive measures and the MCS to predict comprehension performance. The MCS predicted performance better than the other measures of metacognition and accounted for variance in performance not accounted for by the other measures. These results show promise for the value of self-assessments of metacomprehension. 相似文献
7.
Factors related to resilience of academically gifted students in the chinese cultural and educational environment 
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下载免费PDF全文 This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed. 相似文献
8.
《Structural equation modeling》2013,20(2):256-282
Manufacturers compete in a complex and uncertain environment with growing global competition, changing and emerging markets, and increasing levels of manufacturing technology. Order winning hinges on their ability to achieve a set of competitive capabilities that have an external, customer orientation and manifest the relative strength of the individual firm against its competitors. This study proposes a framework for research on competitive capabilities, reports on the development of a set of constructs for measuring those capabilities, and tests relations among them. The constructs measure flexible product innovation, quality, delivery dependability, competitive price, and premium price. The constructs are reliable across industries. Tests of a structural model suggest significant relations among the competitive capabilities and significant, positive, and direct-indirect relations between the competitive capabilities and profitability. Results are based on a sample of 244 firms across 4 industries. 相似文献
9.
Davis-Kean PE Huesmann LR Jager J Collins WA Bates JE Lansford JE 《Child development》2008,79(5):1257-1269
Many social science theories that examine the connection between beliefs and behaviors assume that belief constructs will predict behaviors similarly across development. Converging research implies that this assumption may not be tenable across all ages or all belief constructs. Thus, to test this implication, the relation between behavior and beliefs about the self was examined in 2 independent data sets with 2 different constructs: aggression and achievement. The respondents were 6-18 years of age and predominately Caucasian. Results using quasi-simplex structural equation models suggest that self-beliefs become more strongly related to behavior as children grow older independent of the reliability of the measures used. Possible limitations in the use of self-report methodology with young children are discussed. 相似文献
10.
Ehud Jungwirth 《科学教学研究杂志》1983,20(6):511-519
If the same constructs embedded in different tests result in parallel or identical score patterns and high intercorrelations, this can be taken as evidence of construct validity. If results do not converge across instruments and/or response formats, this can be taken as evidence of lack of construct validity and/or impurity of the test as indicator of the constructs. In this study two response formats as well as a request for reasons-for-choices of the traditional Cognitive Preference Test (CPT), and an association (open-ended) CPT, were used in order to test for consistency across methods of observation on both the individual and the populational levels. Convergence of results was found to be minimal. None of the hypotheses was confirmed. It was concluded that construct validation of CPT constructs had not yet reached the state of unequivocality necessary for their application in curriculum research. 相似文献
11.
中等发达地区农村职业教育实现教育信息化目标的根本途径在于:构建职业教育信息化教学模式,实现信息技术与学科教学相整合。文章界定了中等发达地区农村职业教育信息化教学模式的概念,分析了中等发达地区农村职业教育信息化教学模式的特点,构建了适合于中等发达地区的农村职业教育信息化教学模式,指出了各种模式的具体应用方法。 相似文献
12.
Robert L. Williams 《Educational Psychology Review》1999,11(4):411-427
The educational psychology literature is replete with references to higher-order cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary processes and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs. Although higher-order cognitive constructs have much surface appeal, their utility is tied to the clarity and fidelity of their definitions and assessment procedures. 相似文献
13.
Chenglie Hu 《Education and Information Technologies》2006,11(1):83-92
It is argued that some mathematical skills may be directly linked to learning programming language constructs. It is also
argued that problem-solving through programming demands solid foundation in algorithms, and thus should be taught as if it
were a process of learning mathematics. An analysis is given showing how mathematical maturity may impact learning programming
language constructs. Conclusions are made based on the analysis. 相似文献
14.
Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed. 相似文献
15.
The aim of this study is to link the science scale of the German National Educational Panel Study (NEPS) with the science scale of the Programme for International Student Assessment (PISA). One requirement for a strong linking of test scores from different studies is a sufficient similarity of the tests regarding their constructs. The present study aims to assess the similarity of the operationalized constructs of the NEPS and PISA scientific literacy tests with the aim to link the scales of the two tests. A linking study was carried out for this purpose in which 1079 students worked on the tasks of both studies. The results of the comparison between NEPS and PISA indicated a high overlap regarding their constructs. However, both studies deal with missing responses differently. The linking via equipercentile equating showed a high classification consistency which was highest when missing responses were ignored in both studies. 相似文献
16.
Noel Gregg Susan A. Sigalas Cheri Hoy Joseph Wisenbaker Carolyn McKinley 《Reading and writing》1996,8(1):121-137
The purpose of this research was to investigate five audience-related constructs impacting on the written expression of adult writers who demonstrate varying degrees of literacy competence. Four specific groups of adult writers were targeted for this study, including 35 college-able writers demonstrating learning disabilities, 22 writers with learning disabilities attending a rehabilitation vocational training program, 35 remedial English college writers, and 35 normally achieving college writers. A primary trait scale was developed to investigate five major constructs identified in the literature as impacting on audience. These constructs included general characteristics, organization of text, analyzing/constructing the audience, construct differentiation of voice, and execution. The results of this research indicate that the population of adult writers demonstrating learning disabilities have difficulties with certain aspects of the writing process that may impact on the audience (reader). Implications for assessment and instruction are discussed. 相似文献
17.
Epistemology is a conceptual template for how we think about the world, and the study of how we come to know the world around us. The world does not dictate unequivocally how to interpret it. This article will explore this position on the fluidity of epistemic constructs through two prominent philosophical perspectives, those being derived from the works of Ludwig Wittgenstein and Michael Foucault, respectively. These insights will be used to more deeply unfold the current situation for Aboriginal students within dominant approaches to mathematics curriculum in Australia, and the subsequent approaches to the inclusion of Aboriginal knowledge and epistemologies. It is suggested that the epistemic constructs most valued and thus credited as conveyors of ‘truth’, and therefore positioned as powerful forms of knowledge within dominant curriculum and education policy, are those derived from Western, Eurocentric origins. This privileging of particular epistemological constructs over others is reinforced unconsciously through the articulation of educational goals deemed most appropriate, or ‘socially just’, for the Aboriginal student population. The place of Aboriginal knowledge within such constructs is therefore reflective of broader ideation around the role of education within society and its failure to challenge existing structures of power and injustice. 相似文献
18.
指出了两给定集合之间所有二元关系集合在通常集合的并和交运算下构成一个布尔代数 .给出了有限集合上二元关系的关系矩阵行列式和秩的定义 ,讨论了它们的一些性质 .并给出了关系矩阵加法和乘法的定义 ,证明了有限集合上所有二元关系的关系矩阵集合在上述加法和乘法下构成一个半环 . 相似文献
19.
身处现代化、城市化背景,严风华却在乡野情结的驱使下以栖居山野的行为文本与散文创作的文学文本进行双构,在山地风情的体验中呈现人与山的和谐,在深山中顿悟生活之道、人生之思,在跨文体的探索中将散文、小说、戏剧、诗的元素熔为一炉,从而建构起一扇拥有心灵自由、自我的“心灵之窗”,《一座山,两个人》便是他寻找与建构“心灵之窗”的一次努力。 相似文献
20.
Validity is a central principle of assessment relating to the appropriateness of the uses and interpretations of test results. Usually, one of the inferences that we wish to make is that the score reflects the extent of a student’s learning in a given domain. Thus, it is important to establish that the assessment tasks elicit performances that reflect the intended constructs. This research explored the use of three methods for evaluating whether there are threats to validity in relation to the constructs elicited in international A level geography examinations: (a) Rasch analysis; (b) analysis of processes expected and apparent when students answer questions; and (c) qualitative analysis of responses to items identified as potentially problematic. The results provided strong evidence to support validity with regard to the elicitation of constructs although one question part was identified as a threat to validity. Strengths and weaknesses of the methods can be identified. 相似文献