图书馆联盟数字资源建设研究   总被引：6，自引：0，他引：6  

王南 《图书情报工作》2005,49(12):53-56,88

从数字资源建设的概念入手,对天津市高校图书馆联盟数字资源建设中的馆藏状况、建设方针、建设原则、建设标准进行论述,认为在文献保障体系规划和实施过程中,应该按照统一标准完成特色资源与学科专业文献导航的加工整理、建库以及上网发布等各项工作,并建设若干个学科文献信息中心和具有特色与学科优势的专业文献数据库。  相似文献   

模糊统计模型在教学质量评估中的应用     

孙蔓慧 《辽宁科技学院学报》2000,2(1):50-52

如何评价教师的教学质量,这是学校管理科学化的一个重要内容,文中将模糊试验演变成随机试验,对量化数据进行分析和研究,采用数理统计方法进行评价分析。  相似文献   

研究生研究方向调研与文献保障工作   总被引：5，自引：0，他引：5  

张远芳 《图书情报工作》2001,45(7):88-90

研究生是未来的科技工作者,是知识创新的生力军。对中国科学院99级研究生感兴趣的研究方向的调查结果表明：了解他们的信息需求对文献情报服务机构更好地为他们提供信息服务具有重要的现实意义。  相似文献   

王重民先生的学术成就——纪念先生诞生100周年   总被引：1，自引：0，他引：1  

周文骏  王红元 《图书情报工作》2003,47(6):5-10

扼要介绍王重民先生在书目索引、古籍善本、敦煌遗书、图书学史和目录学史等方面取得的卓越成就。  相似文献   

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王纯 《图书情报工作》2000,44(8):89-91

纪昀是清乾隆时期官方学术领导人之一,是一位殚精竭虑整理编次数千年封建文化成果的文献学家。纪昀一生致力于编纂《四库全书总目》。该书集中地体现了他的文献学思想。正确评价《四库全书总目》,有助于研究纪的文献学理论与实践活动。  相似文献   

Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof     

《Learning and Instruction》2014

Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition relationship. Undergraduate students (N = 120) generated proofs for two mathematical tasks after performing either grounding or non-grounding actions. Grounding actions facilitated key mathematical insights for both tasks, but did not lead to superior proofs. Pedagogical language in the form of prompts (prospective statements) and hints (retrospective statements) accompanying grounding actions enhanced proof performance on one task but not the other. Results from transfer tasks suggested that participants learned to apply their mathematical insights to new contexts. The findings suggest that relations between action and cognition are reciprocal: actions facilitate insight, while pedagogical language strengthens the influence of task-relevant actions for proof production. Pedagogically supported grounding actions offer alternative ways of fostering mathematical reasoning.  相似文献   

Education,Education, Education: The Challenges of Implementing Preventive Conservation in a 500-Year-Old School     

Aimee Sims 《文物保护研究》2018,63(5):421-424

  相似文献   

图书情报领域知识发现研究文献内容分析   总被引：2，自引：0，他引：2  

王敏  张志强 《现代图书情报技术》2008,3(2):64-68

采用内容分析方法,对图书情报领域的国内核心期刊与SCIE、SSCI上所载的有关知识发现的研究文献分别进行统计分析,比较国内外该领域研究文献的主题分布情况,得出知识发现在图书情报领域的研究热点和发展趋势。  相似文献   

Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills     

Hari P. Koirala  Marsha Davis  Peter Johnson 《Journal of Mathematics Teacher Education》2008,11(2):127-138

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers’ pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year. Over this period, the group met more than 15 times and designed an assessment task and rubric to measure secondary school preservice teachers’ pedagogical content knowledge and skills. The assessment task and rubric were piloted at the end of the year and extensively revised using the pilot data. The redesigned task and rubric were successfully carried out in the second and subsequent years. Other teacher education programs can benefit from this assessment of teacher candidates’ pedagogical content knowledge and skills.  相似文献   

Mobile Documentation with Smartphone and Cloud in an Emergent Curriculum     

Seongmi Lim 《学校用计算机》2017,34(4):304-317

The goal of this study was to explore the lived experience of kindergarten teachers with mobile documentation designed to support their tracking of children's learning activities in an emergent curriculum. A structure for mobile documentation was created with the smartphone and cloud system. The phenomenological approach used in this study showed that mobile documentation supported teachers' documentation processes and cultivated the mobile learning community. In particular, less experienced teachers gained more benefits than experienced teachers because the former understood the emergent curriculum by viewing photos from and observing activities in other classrooms. In addition, the teachers' supervisor benefited from understanding the activities and projects occurring in each classroom and could provide specific mentoring to less experienced teachers. Suggestions were provided to cultivate a positive mobile learning community in an emergent curriculum.  相似文献