Developing Computational Thinking with Educational Technologies for Young Learners     

Yu-Hui Ching  Yu-Chang Hsu  Sally Baldwin 《TechTrends》2018,62(6):563-573

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Tongan students’ attitudes towards their subjects in new zealand relative to their academic achievement     

Mo’ale Otunuku  Gavin T. L. Brown 《Asia Pacific Education Review》2007,8(1):117-128

Research indicates that affective attitudes such as liking of a subject and confidence in one’s ability within a subject predict academic performance. Generally, immigrant minority students have positive attitudes and often have low academic performance. This study examines the self-efficacy and liking of subjects of New Zealand students and analyses the relationship of those attitudes towards academic performance in mathematics, writing, and reading by self-reported ethnicity. Data were obtained from the norming samples from the Assessment Tools for Teaching and Learning project in New Zealand. Of special interest are the relationships between attitude and performance for Pasifika and Tongan students in New Zealand. Tongan and Pasifika students had positive attitudes, but their mean scores were not significantly different to other ethnic groups except in writing for Tongan students. Tongan and Pasifika students did have lower academic performance than majority and Asian immigrant students in all three subjects. The correlation between liking and self-efficacy was fundamentally zero for Tongan and Pasifika students, while it was weakly positive for majority and Asian immigrant students. Together these results question the power of self-efficacy and liking attitudes to predict academic performance for immigrant students from agrarian or traditional societies. Further, the data suggest that ‘school effects’ are most likely explanations for this relationship, rather than lack of attachment, opposition, or deficiency theories.  相似文献   

甘肃方言特点举要(一)   总被引：2，自引：0，他引：2  

张成材  莫超 《甘肃高师学报》2005,10(3):30-35

甘肃中、南部汉语方言分属于兰银官话、中原官话及西南官话．本文归纳、比较了数十个县声调、声母、韵母的同异,并从语法角度进行了人称代词、“数－量－名”结构及介词“拿”的音读与用法的比较,为官话方言下位分区提供实证材料．  相似文献   

《土力学》实验课教学中的几点思考   总被引：2，自引：0，他引：2  

莫振龙 《科技广场》2007,(4):159-160

本文对土力学实验教学的现状作了分析,并对将来教学的发展提出了若干具体的措施。  相似文献   

我国科技期刊市场环境的SWOT分析   总被引：7，自引：3，他引：4  

莫京 《编辑学报》2007,19(1):53-55

利用SWOT分析法分析了我国科技期刊市场环境的优势(strengts)、劣势(weaknsses),以及存在的机遇(opponunities)和威胁(threats).认为我国科技期刊市场环境的优势是产品替代性小、可利用资源丰富;劣势为期刊的影响力亟待提高、办刊思路滞后、发行量小、市场化程度低;威胁是外资和外刊进入、信任度危机、广告竞争加剧;目前我国科技期刊的发展机遇是科技形势的发展、国家宏观经济体制的改革、消费水平不断提高和期刊对外合作的日益加强.  相似文献   

唠叨话的语用学分析     

莫国辉  章礼霞 《北京工业职业技术学院学报》2007,6(1):57-60

从语用学的角度,根据Grice的会话合作原则和Leech提出的礼貌准则,对唠叨话进行深层分析探究.唠叨话,之所以通常被认为是失败的交际话语,是因为其严重违反了合作原则中的数量准则、关联准则和方式准则;归属于竞争类和冲突类的言外行为,唠叨话常常违反了礼貌原则中的策略准则和赞扬准则.  相似文献   

基于上市公司年报分析的图书馆与数据库商博弈思路研究     

杨华  李玲丽  莫晓霞  辛蕾  牛悦 《图书情报工作》2023,67(5):99-107

[目的 /意义]针对图书馆数字资源采购谈判中面临的不合理合约、产品高定价、高涨幅等业内难题,引入上市公司年报分析法来寻求新的博弈思路。[方法 /过程]构建产业链分析、收入-利润指标、竞争力因素分析框架,以Elsevier、中国知网、Clarivate三家数据库商为分析案例,发现竞争力、利润、续订率是数据库商最关注的3个方面,认为图书馆在与数据库商的博弈中同时存在主动性和被动性两方面,在过去的谈判思路中对营业成本与涨价幅度、利润率和参考对象、开放获取与社会责任的认知有一定偏差。[结果 /结论 ]图书馆在开放信息生态下将面临新一轮的资金压力和业务重塑,应从探索零和博弈、重复博弈的竞争性策略,资金适度向国内学术出版商倾斜,寻求媒体关注、法律支持,深化数字出版产品价格相关研究方面应对新的挑战。  相似文献   

以实验教学培养大学生之"大学精神"     

张宇  莫蓓莘  汪安泰  聂晓云  陈伟钊 《实验技术与管理》2011,28(11)

大学所传授的绝不应该仅仅是科学文化知识和能力,更重要的是在潜移默化中把"大学精神"的种子播在每个大学生心中,以期在走向社会的实践中,让这颗种子长成"参天大树".在大学生参加自然科学实验课程和创新实验的学习过程中,利用自然科学与生俱来的客观规律性和逻辑必然性,在大众化教育的基础上,以精英教育为主,师生互动引导大学生自我学习并领会"创造精神、批判精神和社会关怀精神"等"大学精神"的内涵,最终成为指引他们努力一生的精神力量.  相似文献   

Closing the Gap: Fostering Successful Research‐Practice Partnerships in Counselor Education     

Danica G. Hays  Todd Bolin  Ching‐Chen Chen 《Counselor Education & Supervision》2019,58(4):278-292

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships.  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献