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1.
崔林 《辽宁师范大学学报(社会科学版)》2012,35(5):690-694
语言的基本功能是社会的。人类的互动与一般认知过程共同促成了语言结构和知识。研究表明,语言的使用模式对语言习得、语言使用以及语言变化都产生重要的影响。这些过程虽然相互依赖,但都是同一个复杂的自适应系统的不同方面。语言作为复杂的自适应系统有如下主要特征:该系统包括多个语言使用者的互动;该系统是自适应系统;语言使用者的行为是包括从感性认识到社会动机等竞争因素的结果;语言结构源于经验、社会互动和认知机制相互联系的模式。语言的复杂自适应系统路径揭示了语言研究领域的共性。 相似文献
2.
复杂适应系统(ComplexAdaptiveSystem,简称CAS)是一类很有代表性的复杂系统,复杂适应系统主要有主体性、层次性等特点。学习型社会是一个非常复杂的系统,具有复杂适应系统的上述特点,因此,CAS理论对学习型社会的构建也颇具方法论意义。在CAS理论视野中,学习型社会的构建应该遵循如下四个基本原则:主体性原则、整体涌现原则、活力性原则、标识性原则。 相似文献
3.
Joan Gallini 《Journal of Experimental Education》2013,81(4):188-194
The adaptation level theory in grading implies students will select a major program whose grading practices are realistic with their ability. Studies have generally investigated the phenomenon from a single-equation regression approach. An alternative “causal” approach using a system of multiple equations is presented. A sample of 688 graduates from 10 undergraduate major programs within an institution comprised the data set. The causal approach described the total association between entry ability and final GPA as a function of two components: direct effects and indirect effects of ability on GPA as influenced through membership in a particular major program. The indirect effects were as large as the direct, which lent support to occurrence of the adaptive grading practice. 相似文献
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5.
从复杂适应性系统(CAS)理论的视角探讨泛在学习,发现它与CAS的7个基本特性一一对应,可以将其视为一个CAS系统。这有助于加深对泛在学习的认识,为解决泛在学习中遇到的一些问题提供一种新的视角。 相似文献
6.
传统学业评价以标准化测量为基础,强调标准化的程序,运用线性和简单思维。它难以满足当今强调促进学生发展、关注评价主客体多样性、关注评价情景复杂性的需要,在一定程度上束缚了教师的智慧和学生的创造性。学业评价是一个复杂性系统,应该用系统的思维来把握复杂的评价过程,以期弥补简单线性思维下对主客体多样性、创造性思维的忽视。本研究从传统学业评价存在的问题出发,来论证引入CAS(复杂自适应系统)理论的必要性及可行性,为学业评价研究提供一种新的视角,并且将其与"第四代评价"进行比较。 相似文献
7.
This paper has two purposes: first, to investigate centre- periphery, and within-school relationships and processes by which Vietnam schools undertake system reform implementation; second, to develop the explanatory power and complementarity of two theories – complex adaptive system theory and loose-tight coupling. Main findings - schools’ internal enablers driving reforms were shaped by external enablers; a plethora of internal enablers then worked in concert to implement the intended reforms (eg. the take-up of student-centred teaching and learning); in the local adaptation process, school culture and professional development were pre-eminent. Conclusions – complex adaptive system theory was validated in how Vietnam schools locally adapted policy. 相似文献
8.
专业评估:内部学者治学和外部同行评议的协调 总被引：1，自引：0，他引：1
本文认为专业的本质、专业评估的目的以及境外的专业评估实践都一致指向专业评估的核心在于校内学者治学和校外同行评议的统一.但是,由于我国历史和现实的因素,致使我国专业评估核心体制的缺失,专业内部自评机制的匮乏,专业设置分类过细以及"专业"概念文化交流不对等,从而导致我国专业评估始终无法全面推行.因此,只有建立内部学者治学和外部同行评议相结合和协调的评估体制,进一步深入调整专业设置方式和人才培养模式,以更加宽广的视野来看待和改革我国的"专业"文化指向,才能从根本上解决我国专业评估存在的问题. 相似文献
9.
Lauren E. Mullenbach Rob G. Andrejewski Andrew J. Mowen 《Environmental Education Research》2019,25(3):365-374
Connecting to nature and spending time outdoors as children have been indicated as predictors of environmentally responsible behavior. This study examined whether a residential outdoor environmental education (ROEE) program contributed to the development of children’s connection to nature and their attitudes and involvement in spending time outdoors. Fifth-grade students (n = 163) in Pennsylvania enrolled in a multi-day ROEE program completed pretest-posttest surveys, compared with a control group (n = 72) not enrolled. Program evaluation critically examined the program’s encouragement of spending time outdoors by establishing connections to nature. Results indicated moderate success in the program’s effort to increase participants’ nature connection, but yielded mixed results on outcomes related to time spent outdoors. These findings offer encouragement of ROEE programs’ ability to foster connection to nature in participants. 相似文献
10.
面对复杂的学业评价问题,仅用传统的标准化测验是不够的。复杂性的问题用复杂性科学的原理和方法来解决更为适合。试图从复杂适应系统(CAS)理论出发,探索设计学业评价,并尝试将其用于学业评价的实践中。 相似文献
11.
Martin Tessmer Daniel McCann Michael Ludvigsen 《Educational technology research and development : ETR & D》1999,47(2):86-99
Needs assessments are traditionally based on an optimals-actuals deficiency model that is utilized before instruction is implemented.
However, in some cases an existing training program may be reassessed to determine what training needs still exist. These
situations could benefit from an excess-based model, where the assessment effort is designed to identify instructional excesses
as well as deficiencies. This article explains the theory and procedures for an innovative needs reassessment approach, the
CODE system. The article also provides some empirical data on the potential value of the CODE process for decisions about
the reallocation of instructional resources in existing training programs. Two exploratory studies were conducted that provide
evidence of the validity of the CODE system: (a) a needs reassessment of a corporate training program, and (b) a medical training
program reassessment. 相似文献
12.
This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First grade students who used the software during the study period experienced significantly greater gains than control group students on all four measures of reading ability. Second grade students in the treatment group experienced greater gains than control group students on the nonsense word and phoneme segmentation measures. These results indicate that adaptive English reading software has a place in an EFL education system, especially among young students with complex linguistic backgrounds. Adaptive programs like WERP may produce better EFL results than non-adaptive programs because they are able to adjust based in part on a student’s linguistic proficiency. 相似文献
13.
Ana Christina da Silva Iddings Iliana Reyes 《Early Years: An International Journal of Research and Development》2017,37(1):34-46
AbstractThis article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all children, and especially for young immigrant children encountering situations of oppression within the national and local educational contexts in Arizona. In this teacher education program, families, community members, researchers, pre-service teachers and teachers worked together to develop new modes of curricular activity, new spaces, new relationships, and new forms of movement among participants, as well as new circulations of literacy artefacts. 相似文献
14.
Small-group problem-based learning as a complex adaptive system 总被引：1，自引：0，他引：1
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed. 相似文献
15.
Xavier Roegiers 《Prospects》2007,37(2):155-186
The article deals with a particular aspect of the competencies-based approach in the curricula of basic and secondary education: the role of complex situations in learning. What should their role be so that education systems gain both in effectiveness and equity? Many research outcomes have shown that it is important to stress first and foremost complex “post” situations in learning knowledge, know-how and life-skills. It is a matter of complex situations (integrative pedagogy) in which the pupil is invited to use the knowledge, know-how and life-skills already acquired, not as ends in themselves, but as resources that the pupils employ to confront the complexity of their environment. It shows to what extent using the problem-solving approach to inculcate knowledge and know-how, in other words using complex situations for “prior” learning, represents a less suitable innovation. 相似文献
16.
Lisa Meloncon 《Technical Communication Quarterly》2017,26(3):256-272
ABSTRACTTechnical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online. 相似文献
17.
In the United States, how to provide a high-quality education to all students has been a focal discussion, especially in urban settings. One potential solution that has emerged to confront this issue involves urban teacher residency (UTR) programs that provide innovations concerning the recruitment, preparation, and retention of teachers in high-need urban schools. In this study, we conducted a content analysis and compared steering documents of a UTR program in California with materials from a teacher-training program in Finland. Despite differences in both the legislative and local contexts under which the two programs operate, we found many similarities in both the steering documents and course offerings of these two teacher-training programs. For example, both promote aspects of social justice and are research-based. Furthermore, both offer a variety of types of courses, such as those emphasizing the pedagogical bases of education and research studies in education.
相似文献18.
Belinda J. Hardin Doris Bergen Dionne Sills Busio William Boone 《Early Childhood Education Journal》2017,45(3):297-312
The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People’s Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in Early Child Educ J 41(2): 91–101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in Child Educ 91(4): 259–264, 2015). 相似文献
19.
Jack Martin Steven Norris 《International journal for the advancement of counseling》1985,8(4):341-353
In an attempt to demonstrate the effectiveness of instructional programming in counseling, an experimental evaluation of a ten-week program aimed at teaching skills and strategies of self-instruction to high school students was conducted. Thirty-two grade ten students were assigned randomly to an experimental self-instruction group and a control group. Dependent variables included Rotter's (1966) Control of Reinforcement Questionnaire, Rosenbaum's (1980) Self-control Schedule, a curriculum-specific test of self-instruction concepts, and a transfer test. Results revealed that students in the experimental, self-instruction program outperformed students in the control group on all dependent variables except for the Self-control Schedule. Content analysis of student responses to the transfer test showed a distinct pattern of skill development in the experimental group from pretest to posttest. Implications for the development and offering of instructional counseling programs are drawn.Many students of counseling have argued that counseling is essentially a kind of teaching (Carkhuff and Berenson, 1976; Ellis, 1977; Katz and Ivey, 1977; Krumboltz and Thoresen, 1976; Sorenson, 1967). More recently, Martin and his colleagues have developed an approach to counseling that employs models of instruction as a basis for the development and implementation of a broad range of counseling interventions and programs (Hiebert et al., 1981; Martin and Hiebert, 1982; Martin et al., 1981; Martin et al., 1980). Martin (1983) also has suggested that counselors in schools and elsewhere can make use of systematic teaching programs to help clients/students acquire functional skills in a variety of areas such as anxiety management, decision making, interpersonal skills, and so forth. In the development and offering of such programs, counselors act as curriculum developers and instructors. Initial evidence for the viability of this type of instructional counseling in schools was provided by Haynes et al. (1983), and Leal, Baxter, Martin, and Marx (1981) who developed programs based on cognitive and behavioral counseling methods that were successful in alleviating the test anxieties experienced by high school students. The experiment reported here extends the work of Martin and others in instructional counseling by evaluating an instructional program designed to teach a series of integrated skills of self-instruction to high school students. [Note that the term self-instruction is used here to refer to the activities of people engaged in systematic self-change, and is not intended to connote the system of self-instruction training developed by Donald Meichenbaum (1977).]Nearly all teachers and curriculum specialists share at least one goal: to help students acquire the capacity to engage in self-directed learning. Most often, it is assumed that school students will acquire skills in areas such as self-instruction and critical thinking (skills often seen as necessary requisites to self-directed learning) as a result of stimulating interactions with traditional school curricula. A frequently voiced alternative is to attempt to teach such skills directly (cf. Beyers, 1984a, 1984b), more or less as a curriculum in their own right. Many attempts have been made to do this, but few have received detailed empirical, experimental analysis. In a recent meta-analysis of primary prevention studies conducted in schools, Baker, Swisher, Nadenichek, and Popowicz (1984) found 40 such studies that had been conducted since 1970. Most of the experimental programs in the studies reviewed were targeted at improving students' communication skills, decision making and problem solving skills, and self-awareness. None of the studies reviewed by Baker et al. included instructional interventions that attempted to teach a broad range of skills and strategies that would permit students to plan, implement, and evaluate programs of personal change and development. Teaching school pupils to engage in systematic self-instruction for purposes of personal change simply has not been attempted, to date, in the context of an experimentally controlled investigation. Given an increasing number of pleas for exactly this kind of broad-based school programming (Martin, 1983; Sprinthall, 1984), the need for controlled experimental studies in this area is acute.Self-introduction or learning to learn has been the subject of considerable theorizing by both cognitive and instructional psychologists (Gagné, 1977; Bransford, 1979). Experimental work by Ann Brown and her colleagues (Brown, 1978; Brown et al., 1979) has highlighted the difficulty of teaching various metacognitive strategies that would seem basic to the capacity to self-instruct so as to ensure the transfer of such strategies to tasks other than those employed during strategy acquisition. At the same time, Brown's research also shows that the teaching of generalizable metacognitive strategies such as self-testing is possible, even with educable retarded children (Brown, et al., 1979). Other research concerned with differences between expert and novice knowledge has highlighted the importance of the ability to access declarative knowledge stores and the availability of relevant procedural knowledge in attempting to explain these differences (Chi et al., 1982; Leinhardt, 1983). [See Anderson, (1980) for formal definitions and discussions of declarative and procedural knowledge.] The greater ability of experts to function as independent learners or self-instructors in their areas of expertise likely is related to such differences. While it sometimes is unclear as to whether self-instructional competence resides in procedural knowledge stores or cognitive and/or metacognitive strategies, it seems clear that learning to learn involves more than simply acquiring necessary declarative knowledge in relevant substantive areas (Glaser, 1984). Thus, explicit, direct instruction in skills and strategies of self-instruction probably is necessary if students in schools are to learn to direct their own learning and development.The experiment reported here was conducted to supply initial experimental data about the possible effectiveness of a program designed to teach skills and strategies of self-instruction to high school students. It is a study of a ten-week instructional counseling program developed to teach self-instruction skills in areas such as decision making, gathering information, self-assessment, framing objectives, planning, and self-evaluation. As such, it is a more comprehensive program than other programs of primary prevention in schools that have been studied experimentally. While a variety of school and extracurricular situations were employed as illustrative contexts for presenting information about these skills to the students, the goal of the experimental program was to teach the self-instruction skills as detached skills that could be applied to a variety of situations and life circumstances. This approach was viewed as contrasting with traditional approaches in which such skills are thought to be acquired indirectly as a result of working through a series of tasks in defined substantive areas such as mathematics, history, or physics. In this latter method, it is likely that such skills, if they are acquired, become embedded in specific substantive contexts and are therefore less likely to generalize to situations or contexts other than those in which they were acquired (see Rigney, 1978 for the distinction between detached and embedded strategies). Dependent variables employed in the study were selected to test for the acquisition and transfer of targeted skills as well as for the acquisition of underlying beliefs about one's ability to control or influence external and internal events. The latter type of learning is thought by many counselors to be of great importance, particularly if attitudes and beliefs are learned that affect clients' attributional styles and/or tendencies (Strong and Claiborn, 1982).The overall purpose of the experiment was to determine whether instructional counseling curricula could be developed that would succeed in teaching detached strategies/skills of self-instruction to high school students. Should such instruction be possible, additional support would be provided for the notions of instructional counseling and counselors as curriculum developers and instructors. After all, a major part of counseling typically is associated with assisting clients to make decisions, gather information, frame goals and objectives, assess their situations and capabilities, plan actions, and evaluate the effects of their actions—all components of the self-instruction program taught to the experimental students in this study.The specific hypotheses investigated were that participation in the experimental instructional counseling program would increase: 1) students' knowledge of self-instruction skills (acquisition learning), 2) students' abilities to apply this knowledge to everyday events (transfer learning), and 3) students' attitudes consistent with higher levels of self-control and internal attributional processes (general attitudinal learning).The research reported here was supported by a grant from the Chairpersons' Research Fund, Simon Fraser University.The authors gratefully acknowledge the assistance of Bruce Dallin, Louise Bourassa, Olwyn Irving, David Langton and the Abbotsford School District (British Columbia, Canada) in completing this work. 相似文献
20.
Yung-Chi Hou Martin Ince Sandy Tsai Wayne Wang Vicky Hung Chung Lin Jiang 《高等教育研究与发展》2016,35(3):473-487
Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national accreditation procedures. The purpose of this study is to explore current QA approaches to joint degree programs in Europe and East Asia from the perspectives of QA agencies. There are four major findings from the study. First, East Asian countries tend to stipulate national regulations for a joint degree program. Second, an external QA mechanism for joint degree programs has not yet been developed in East Asian nations. Third, the adoption of international accreditation as the popular approach for joint degree programs in business fields in Asia raises the serious issue of national jurisdiction over higher education. Fourth, the European Consortium for Education's (ECA) single accreditation mode is highly recommended by QA agencies. 相似文献