Tests as means for promotion of learning from distance teaching     

Josef Sageder 《Distance Education》1988,9(2):234-249

This article from a pedagogical viewpoint deals with the problem of how to promote meaningful learning in distance education. In correspondence courses, major problems arise from individual learning difficulties which are caused, e.g. by ineffective teaching methods, deficient individual prerequisites, and/or lack of social facilitation because of isolation. Dealing with those problems experts have been using various technical facilities (e.g., computers for administration and management) and media. Nevertheless, learning difficulties can be solved only by students themselves, but not by mere manipulation of technology, educational methods, or students’ activities. Methods to enhance individual engagement and learning cannot be based well on existing pedagogical theories, since these address direct teaching of children or youth in classroom. Search for theories and methods appropriate to distance teaching reveals as a major goal the development of problem‐solving skills and related abilities. Learning activities corresponding to that goal obviously cohere to working on problem‐like tests. Thus, a conceptual model of how to effect meaningful learning by tests is being proposed. Based on that model special modular components of tests are being described which should be apt for enhancing meaningful learning, and for computer‐based application.  相似文献   

A process theory of inductive reasoning tested by the teaching of domain-specific thinking strategies     

Karl Josef Klauer 《European Journal of Psychology of Education - EJPE》1990,5(2):191-206

Inductive reasoning can be conceived as the process of discovering regularities by finding out identity and difference with respect to attributes of and relations between objects. This assumption gives rise to the definition of a set of inductive tasks consisting of six subsets, all of which can be solved by variants of a basic strategy. Such a theory can be tested by teaching subjects the strategy, i.e. by training experiments: Inducing the postulated processes should lead to predictable improvements in certain tasks and to no improvements in other tasks. The article provides an account of the main results of about 30 experiments. The theory seems to be sound and the training approach proved to be a powerful research method: A great number of differential effects, partly considerable in amount, have been predicted and empirically tested, most of them even by several replications. Transfer effect of an inductive thinking training on intelligence test performance is about twice as great as an average test coaching effect.  相似文献   

Early Deception and the Child's Theory of Mind: False Trails and Genuine Markers   总被引：5，自引：0，他引：5  

Beate Sodian  Catherine Taylor  Paul L. Harris  Josef Perner 《Child development》1991,62(3):468-483

The ability to understand false beliefs is critical to a concept of mind. Chandler, Fritz, and Hala challenge recent claims that this ability emerges only at around 4 years of age. They report that 2- and 3-year-olds remove true trails and lay false ones to mislead someone about the location of a hidden object. Experiment 1 confirmed that 2- and 3-year-olds produce apparently deceptive ploys, but they produce them less often than 4-year-olds, require prompting, and rarely anticipate their impact on the victim's beliefs or search. In addition, Experiment 2 showed that 3-year-olds produce deceptive and informative ploys indiscriminately, whether asked to mislead a competitor or inform a collaborator. By contrast, 4-year-olds act selectively. The results support earlier claims that an understanding of false beliefs and deceptive ploys emerges at around 4 years of age. 2- and 3-year-olds can be led to produce such ploys but show no clear understanding of their effect.  相似文献   

The 'exemplary': an attempt to locate the position of learning by example     

Josef Derbolav 《课程研究杂志》2013,45(3):319-334

All too often, curriculum development had lead to the self-destructive situation of the overloading of the curriculum. To address such a situation in post-War Germany, Josef Derbolav discusses one criterion of selection, the exemplary, drawing on the every-day sense of the word 'example'. Those themes that are worth teaching become examples for others. They must open up a part of humanity. Classroom work has to disclose these possibilities to the students.  相似文献   

Vorbereitungsfragen zur Facharztprüfung,Hefte 1/2006 – 3-4/2009     

Claudia Stöllberger  Josef Finsterer 《Wiener klinische Wochenschrift Education》2009,4(1):1-13

Ohne Zusammenfassung  相似文献   

L'institut technique communal pour l'industrie,le commerce et l'hotellerie de la ville d'ostende     

Josef Decleyre 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):341-346

Sans résumé  相似文献   

Want that is understood well before say that,think that,and false belief: a test of de Villiers's linguistic determinism on German-speaking children     

Perner J  Sprung M  Zauner P  Haider H 《Child development》2003,74(1):179-188

Two experiments with 79 monolingual German speaking children between 2.5 and 4.5 years showed a consistent developmental gap between children's memory/inference of what someone wanted and what someone wrongly said or thought. For instance, when John is still playing and mother says, "John should be going to bed," more than 70% answered correctly that mother wanted John to go to bed. However, when mother said, "John is going to bed," about 70% answered wrongly that she thought/said that he was still playing. Correct answers emerged with the mastery of the false-belief task. In German, want sentences (about something to happen) obligatorily take the same grammatical that complement as say or think sentences. Therefore, the observed gap constrains de Villier's (1995) linguistic determinism, which claims that acquisition of the necessary grammatical structures for talking about the mind drives children's ability to think about the mind.  相似文献   

关于中国古代体育起源的两个问题     

BENNY JOSEF PEISER  李辉 《山东体育学院学报》1997,(2)

1.对以民间传说与神话资料作为中国古代体育起源的依据提出了质疑,认为这种研究在把握资料上缺乏理性分析,这些资料只能作为传说来看待。2.对中国体育史学家提出的人类原始的体育活动方式可以追溯到5万年到10万年甚至50万年以前提出不同意见。认为岩画不能作为中国古代体育最早的考古学证据,考古学家几乎没有发现任何证据证明史前时代的中国有体育存在。3.甲骨文不能作为体育史学提供证据,它所提供的一些活动不具备竞技的特点,不能纳入体育或竞技格斗的范畴。从考古学的观点来看,真正的体育只能追溯到后周时代。  相似文献   

Supervised sentiment analysis in Czech social media     

Ivan Habernal  Tomáš Ptáček  Josef Steinberger 《Information processing & management》2014

This article describes in-depth research on machine learning methods for sentiment analysis of Czech social media. Whereas in English, Chinese, or Spanish this field has a long history and evaluation datasets for various domains are widely available, in the case of the Czech language no systematic research has yet been conducted. We tackle this issue and establish a common ground for further research by providing a large human-annotated Czech social media corpus. Furthermore, we evaluate state-of-the-art supervised machine learning methods for sentiment analysis. We explore different pre-processing techniques and employ various features and classifiers. We also experiment with five different feature selection algorithms and investigate the influence of named entity recognition and preprocessing on sentiment classification performance. Moreover, in addition to our newly created social media dataset, we also report results for other popular domains, such as movie and product reviews. We believe that this article will not only extend the current sentiment analysis research to another family of languages, but will also encourage competition, potentially leading to the production of high-end commercial solutions.  相似文献   

On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions,Academic Self-Concept,Engagement, and Achievement     

Riffert  Franz  Hagenauer  Gerda  Kriegseisen  Josef  Strahl  Alexander 《Research in Science Education》2021,51(6):1481-1499

Research in Science Education - Over the past several decades, empirical support for inquiry-based forms of science teaching has accumulated. Critical voices, however, also exist, claiming that...  相似文献