编辑控制论概念     

徐方 《编辑学报》1991,3(3):125-128

控制论与编辑学的结合产生了编辑控制论,它是控制论的一般规律在编辑学中的应用,即以控制论的理论和方法来研究编辑工作。编辑出版是一可控的信息过程,编辑行为是在编辑系统的控制下实现的。编辑控制论的概念则是以系统、信息、控制等观点,以要素、结构、反馈等概念研究编辑现象。本文扼要地阐述了编辑学控制论最主要的两大概念,其一是编辑学控制论的理论,其二是编辑控制的方式及其工作原理。  相似文献   

 IA“信息结构”与IA反馈机制   总被引：1，自引：0，他引：1  

魏辅轶  何源 《现代图书情报技术》2005,21(4):68-71

讨论了IA出现的历史，以及出现的原因；同时介绍了IA的内容；最后提出了对IA的反馈机制的构想。  相似文献   

Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing     

《Studies in Educational Evaluation》2020

Research demonstrates that the effectiveness of feedback depends on how students engage with it, and that effective engagement with feedback is challenging for many students. To address this problem, the Feedback Engagement Enhancement Tool (FEET) was designed and evaluated. The study incorporated a three-week trial focused on writing with one secondary English class group. The tool was evaluated through teacher interviews, student focus groups, and FEET booklet document analysis. The results showed that the FEET components achieved the theoretical aims of enhancing student engagement with feedback on their writing, although not to the same extent for all students. Students in the trial who reported positive experiences with the FEET used it as intended, indicating the FEET’s potential to enhance student engagement with feedback. The results highlight various potential future modifications and procedural aspects to consider in future FEET use.  相似文献   

应用型本科院校物理实验课程体系改革的探索与实践     

李佐  刘竹影  郭秋娥 《毕节师范高等专科学校学报》2014,(4):112-115

从学校应用型人才培养目标出发,以培养学生的实践能力和创新精神为核心,对物理实验课程体系、成绩考核、教学团队建设等方面进行了积极的探索与实践.  相似文献   

二语交际课堂中语言隐性修复的应用     

张珍珍  胡姗姗 《海外英语》2014,(11)

Since mistakes or errors is an issue of much concern for the teachers and second language acquisition experts implicit feedback and explicit feedback are often used .This study observed a lesson to fin...  相似文献   

The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior     

《Studies in Educational Evaluation》2023

Negative feedback confronts learners with errors or failure but holds great learning potential. However, learners might perceive it as self-threatening, and thus react maladaptively. Feedback theories recommend prompting internal feedback prior to external feedback. And self-compassion is found to support adaptive reactions to failure. Thus, this study examined in a 2 × 2 factorial design the effects of prompting internal feedback or self-compassion, or both, on feedback perception and post-feedback learning behavior. Participants (N = 210) completed a brief difficult reasoning test and received failure feedback. Perceived acceptance and fairness of the feedback were higher in the internal feedback and self-compassion conditions compared to the control condition with no prompts. The intervention effects were higher for participants with high perceived competence and low trait self-compassion. No significant effects on post-feedback learning behavior were observed. The results highlight the relevance of internal feedback processes for feedback perception.  相似文献   

新世纪高校体育教师素质结构再析     

赵栩博  张洪顺等 《福建体育科技》2002,21(6):44-46

本文试图在借鉴、综合诸多先行研究的基础上 ,根据素质教育的要求和人自身发展的需要 ,对新世纪我国高校体育教师应具备的素质结构做进一步的探讨。  相似文献   

中小学英语课外作业配置的"度"     

杨颖 《济宁师范专科学校学报》2006,27(3):69-71

中小学英语教学中适当的配置课外作业是必要的,在配置时必须掌握一定的“度”,即配置的基本原则有;适时配置,适当分配;以人为本;及时反馈。  相似文献   

提高踢球用力感准确性教法的初步研究   总被引：3，自引：0，他引：3  

斯力格  田耘耕  杨海平 《山东体育学院学报》1994,(1)

借助实验心理学等方法，采用了三种不同的练习方法，在实验条件下找出了能提高长传踢球用力感准确性的相对较好的方法，即外加视觉信号的练习方法有利于学生长传踢球用力感准确性的提高，且经济、实用。  相似文献   

A multi-study examination of intra-individual feedback loops between competence and value beliefs,procrastination, and goal achievement     

《Contemporary educational psychology》2023

In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k = 23,448 observations). Pre-registered hypotheses were tested across the five studies and aggregated using meta-analytic methods. Results provided support for virtuous circles in self-regulated learning: Students who reported higher competence and value beliefs in one study session reported higher goal achievement, and higher goal achievement predicted higher competence and value beliefs in the subsequent study session. Results provided only partial support for a vicious circle: Procrastination was associated with lower goal achievement but goal achievement did not predict subsequent procrastination. The results have theoretical implications for models of self-regulated learning and methodological implications for the design of experience sampling studies.  相似文献