基于联想策略架构英语词汇心智图     

任俊莲 《临沂师范学院学报》2012,(6)

心智图既是一种发散性思维的图形思维工具,又是一种可视化的知识表征工具。心智图用相关的层级结构将新旧知识建立起记忆链接,形成完整的信息系统。英语学习者可以运用词汇联想模式,即：词形联想、词义联想和类别联想,明确词汇的各种语义和形式联系,形成意义组块,构建词汇心智图,合理、系统地将新知识融入已有的认知结构,从而习得词汇并形成长时记忆。  相似文献   

Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms     

《Journal of research on educational effectiveness》2013,6(3):325-365

A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two grade-level novels. Teachers were randomly assigned to either rich vocabulary (treatment) or to business as usual (control). Teachers in the treatment condition allotted 30 minutes per day to the intervention for 14 weeks. Hierarchical linear modeling revealed positive, significant treatment effects on distal and proximal measures of vocabulary and comprehension. However, average distal treatment effects were small (approximate d =.15) compared with proximal effects (approximate d = 1.24). Observations of teachers’ language arts instruction indicated that treatment teachers spent significantly more time on vocabulary and less time on comprehension instruction than did teachers in the control condition. Results support the intensity and depth of the instruction for learning the taught corpus of words, and modest transfer to global vocabulary and comprehension.  相似文献   

DC元数据年会综述（2012）     

赵亮  张春景 《数字图书馆论坛》2012,(11):32-41

文章详细介绍了都柏林核心元数据组织（DCMI）2012年年年会情况与特点,也总结了历届年会的历史沿革与变化,并通过重点介绍年会交流中如主旨发言等内容,阐述了在元数据生态环境变化背景下,DCMI应如何拓展思路,应对未来发展路径的难题。文章还通过笔者对DCMICEO和CIO等关键人物的访谈,介绍了DCMI这一年的工作成绩与今后的发展方向思考,也介绍了DCMI以元数据设计模式、词表映射和词表长期保存为主的工作方向。最后笔者提出了中国的元数据社区的专业人士应如何应对发展路径的思考以及如何对国际元数据界作出贡献的思路。  相似文献   

科技知识组织体系素材管理系统的设计与实现     

钱庆  胡铁军  李丹亚  李军莲  孙海霞  吴思竹 《数字图书馆论坛》2012,(12):1-5

为满足我国面向外文文献的科技知识组织体系（STKOS）建设的迫切需求,在全面分析现有国内外知识组织系统和知识组织系统管理工具的基础上,提出并实现LSTKOS素材管理系统的整体框架和主体功能,重点解决多来源、多领域、海量异构知识组织系统快速、有效存储、质量控制和多用户、多任务协同机制等关键问题。该系统基本实现了多来源、多格式、多类型知识组织系统的统一存储、加工与管理,为科技知识组织体系的建设奠定基础。  相似文献   

Buffering boys and boosting girls: The protective and promotive effects of Early Head Start for children's expressive language in the context of parenting stress     

C.D. Vallotton  T. Harewood  C.A. Ayoub  B. Pan  A.M. Mastergeorge  H. Brophy-Herb 《Early childhood research quarterly》2012

Children's characteristics, including gender, influence their development by eliciting differential responses from their environments, and by influencing differential responses to their environments. Parenting-related stress, associated with poverty environments, negatively influences children's language, likely through its impact on parent–child interactions, but may impact boys’ and girls’ development differently. Early intervention represents one tool for supporting development in at-risk toddlers, but gender-differences in effects of intervention are rarely described. The current studies assessed the effects of Early Head Start (EHS) on children's productive vocabulary in the context of parenting stress and examined gender differences in program effects on vocbulary. Data were from the national EHS Research and Evaluation (EHSRE) study (Study 1, N = 3001), and from a dataset associated with one EHSRE site (Study 2, N = 146) where additional data on productive vocabulary were collected. Study 1 found that at 24 months of age, the EHS program protected girls’ productive vocabulary from the negative effects of parenting stress, but had little impact on boys’ vocabulary. In Study 2, the local EHS site promoted girls’ vocabulary development over time from 14 to 36 months despite the negative effects of parenting stress, and protected boys’ vocabulary from the negative parenting stress effects. These results suggest differential ways in which at-risk toddlers are affected by early intervention.  相似文献   

Growth in toddlers’ Spanish,English, and conceptual vocabulary knowledge     

Jeannette Mancilla-Martinez  Shaher Banu Vagh 《Early childhood research quarterly》2013

This longitudinal study modeled growth rates, from ages 24 to 36 months, in English, Spanish, and conceptual (i.e., combination of English and Spanish vocabulary items in terms of known concepts) productive vocabulary among 36 children from low-income homes. Individual growth modeling was employed using scores from the MacArthur–Bates Communicative Development Inventory (CDI; Fenson et al., 2007) and the MacArthur Inventarios del Desarrollo de Habilidades Comunicativas (IDHC; Jackson-Maldonado et al., 2003) which were completed by parents every three months. Results demonstrate that students started out below national norms for monolinguals in English and Spanish vocabulary and their rates of growth did not allow them to reach age-appropriate levels even when applied beyond the age range for which the parent reports were designed. However, shifts toward more English use were documented. Additionally, when conceptual vocabulary growth was considered, the magnitude of the vocabulary gap relative to national norms was not as pronounced, underscoring the need attend to both languages. Theoretical, policy, and practical implications concerning dual language learning prior to formal school entry are discussed.  相似文献   

Supporting mathematics vocabulary instruction through mathematics curricula     

Erica M. Barnes  S. Joy Stephens 《Curriculum Journal》2013,24(3):322-341

Abstract

This study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed.  相似文献   

Investigating video as a means to promote vocabulary for at-risk children     

Rebecca Silverman 《Contemporary educational psychology》2013

Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-test receptive and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabulary learning between children in the single and repeated viewing condition on the receptive measure, but children in the repeated viewing condition showed higher gains in vocabulary on the expressive measure. No differences were found in either study between children with higher and lower vocabulary knowledge.  相似文献   

英语词汇量测试卷的编制及其信度与效度检验     

徐柳明  刘振前 《外语教学理论与实践》2013,2(1):79-85

本研究依据有关词汇测试的设计原理及模式,编制了词汇量测试卷,先后进行了两轮试测,运用SPSS18.0 ,对试卷项目进行筛选及修订,最终形成含104个题目的词汇量测试卷。信度、效度检验结果显示,试卷内在一致性信度Cronbach系数 ( 0 ． 918) 、 重测信度( 0 ． 644 ,p = 0 ． 000) 以及效标区分法效度( t = 6． 358 ,p= 0 ． 000) 、结构效度各level得分之间及总得分之间的相关性系数分别在 ( 0 ．068 ～ 0 ．496和 0 ．294 ～ 0 ．812)均达到测试学要求,本测试卷可作为新课改下非英语专业大学生的词汇量测评的有效工具。  相似文献   

超媒体注释对二语词汇附带习得的影响     

郑定明 《现代教育技术》2009,19(6):50-53,49

本研究旨在考察超媒体注释对中国学习者在阅读中习得英语词汇的作用。试验结果表明:就语言因素而言,中文注释模式与英文注释模式对词汇的附带习得有显著性差别,中文注释模式优于英语注释模式;就图片因素而言,有图模式对英语词汇附带习得的效果并无明显的优势;而语言因素和图片的交互作用对词汇的习得有明显优势,中文+图片注释模式对于词汇附带习得最为有效。  相似文献