思维、技术与学习综述(下)   总被引：1，自引：0，他引：1  

Rupert wegerif  魏晓玲  吉喆  钟洪蕊 《远程教育杂志》2009,17(6):36-45

本文首先对综述中用到的关键术语进行了界定,并讨论了思维技能、学习和技术三者之间的联系;然后从讨论一般思维技能是否存在的问题入手,针对思维技能能否被教授的问题进行了理论和实证的分析;接着对技术在思维技能教学中的作用进行了讨论,并认为信息和通讯技术（ICT）在思维技能教学中的作用方式主要有三种：作为导师或者教学机器、提供思维工具以及支持学习性对话。最后为使用技术支持思维技能的教学制定了指南,并评估了该领域的研究趋势及其对教育实践的启示。  相似文献   

Predicting the oxygen cost of air-braked ergometry.     

L S Lamont  S J Rupert  R S Finkelhor  J Alexander  A Goldberg 《Research quarterly for exercise and sport》1992,63(1):89-93

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Innovations and reforms in schooling in Asia's developing countries     

Rupert Maclean 《Prospects》1992,22(3):366-378

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Changing children's intergroup attitudes toward refugees: testing different models of extended contact     

Cameron L  Rutland A  Brown R  Douch R 《Child development》2006,77(5):1208-1219

The present research evaluated an intervention, derived from the "extended contact hypothesis," which aimed to change children's intergroup attitudes toward refugees. The study (n=253) tested 3 models of extended contact among 5- to 11-year-old children: dual identity, common ingroup identity, and decategorization. Children read friendship stories based upon these models featuring in- and outgroup members. Outgroup attitudes were significantly more positive in the extended contact conditions, compared with the control, and this was mediated by "inclusion of other in self." The dual identity intervention was the most effective extended contact model at improving outgroup attitudes. The effect of condition on outgroup intended behavior was moderated by subgroup identity. Implications for theoretically based prejudice-reduction interventions among children are discussed.  相似文献