数字图书馆基于内容的多分辩率颜色特征检索和相关反馈技术     

何立民  万跃华 《图书情报工作》2003,4(4):12-17,26

数字图书馆中海量多媒体信息无序激增使基于内容的图像检索技术成为一个研究热点。为了克服只考虑普通颜色特征不考虑颜色的空间分布这一缺点,采用一种多分辨率分块主色法的空间颜色索引技术,并将相关反馈技术融合到多分辨率分块主色算法中,可有效地改善基于颜色特征的查询效果。文章还指出了目前研究中存在的主要问题和今后的研究方向。  相似文献   

对武术套路运动员腿部力量最佳训练手段的探索   总被引：4，自引：0，他引：4  

刘凤霞 《沈阳体育学院学报》2006,25(3):126-128

运用问卷调查、观察和实验、模糊数学理论和模糊相关分析等研究方法,初步探讨武术套路运动员腿部力量最佳训练手段,为腿部力量训练提出理论依据和定量数据。  相似文献   

An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing     

Claire Wyatt-Smith  Judy Murphy 《English in Education》2002,36(3):4-19

In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered.  相似文献   

Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity          下载免费PDF全文

Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78

There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided.  相似文献   

The significance of materiality in shaping institutional habitus: exploring dynamics preceding school effects     

Pär Isling Poromaa 《British Journal of Sociology of Education》2017,38(3):384-402

This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes.  相似文献   

Listening differently: A pedagogy for expanded listening          下载免费PDF全文

Michael Gallagher  Jonathan Prior  Martin Needham  Rachel Holmes 《British Educational Research Journal》2017,43(6):1246-1265

Mainstream education promotes a narrow conception of listening, centred on the reception and comprehension of human meanings. As such, it is ill‐equipped to hear how sound propagates affects, generates atmospheres, shapes environments and enacts power. Yet these aspects of sound are vital to how education functions. We therefore argue that there is a need to expand listening in education, and suggest that listening walks could provide a pedagogy for this purpose. Using interview data in which early years practitioners reflect on a listening walk, we show how the method can: (i) produce heightened multisensory experiences of spaces; (ii) generate forms of difficulty and discomfort that produce new learning; and (iii) influence practice, particularly practitioners’ ability to empathise with young children. Listening walks function by disrupting everyday sensory habits, provoking listeners to listen anew to their own listening, in an open‐ended way that is not tied to predetermined learning outcomes. The method therefore has wider pedagogic potential for rethinking education and childhood beyond rationality, representation and meaning.  相似文献   

Bernstein in the urban classroom: a case study     

Brian D. Barrett 《British Journal of Sociology of Education》2017,38(8):1258-1272

Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States.  相似文献   

Learning a practice through practise: presenting knowledge in doctoral spoken presentations     

Marie Manidis  Rebecca Addo 《Studies in Continuing Education》2017,39(3):235-250

Learning to ‘become doctor’ requires PhD candidates to undertake progressive public displays – material and social – of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a public sense, with the Confirmation of Candidature presentation/paper and culminates in a Viva Voce/dissertation. Drawing on linguistic ethnographic observations and analyses, this paper uses practice-based perspectives to examine a doctoral candidate practising to present knowledge publicly in a university research centre. The paper focuses on sociomaterial shifts in the trial run and final delivery of the two presentations examining how the candidate is initiated into new actions in response to these changes. Findings reveal how the candidate engages with collective understandings of the practice of presenting knowledge provided by feedback from her doctoral ‘friends’. Learning a practice through practise highlights the importance of participating as learning and learning as participating. This is particularly so in a time of change for doctoral pedagogy, when honing a practice collectively is argued to be advantageous in a localised setting that recognises and fosters the benefits of participation.  相似文献   

Turning in or tuning out? Listening to silences in education for critical political consciousness     

Leah S. Stauber 《International journal of qualitative studies in education》2017,30(6):560-575

What happens when a team of university education researchers initiates a social justice learning project in a local high school, and – despite the overall project’s considerable successes in cultivating students’ critical political ‘voice’ – is confounded by the periodic, apparent ‘silences’ of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding ‘silences’ of female students and the correlation between such silences and social justice educators’ attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian conscientización.  相似文献   

Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice     

Louisa Tomas  Sarah Girgenti  Cliff Jackson 《Environmental Education Research》2017,23(3):324-347

The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed.  相似文献