CSCL情境中的群体感知工具:设计类型与效果评估     

欧阳嘉煜  汪琼 《现代远距离教育》2022,(1)

为了帮助学习者建立在CSCL情境中的群体感知意识,研究者往往会设计群体感知工具,为学习者呈现协作过程中的情境化信息,以此触发高质量的协作学习生成。通过对近15年30篇国外采用群体感知工具开展的实证研究进行系统分析,探讨了不同类型(认知型、行为型和社会型)的群体感知工具如何支持学习者的协作学习过程,具体从信息来源、信息可比性、细粒度、表征方法等维度对这些工具进行了较为详细的对比分析,并介绍了工具对协作过程、群体绩效和个人绩效三方面的影响。最后基于文献分析的结果,从信息可比性和人机协同两方面提出了未来潜在的研究方向。  相似文献   

The effects of a gamified morphological awareness intervention on students' cognitive,motivational and affective outcomes     

Shen Qiao  Susanna Siu-sze Yeung  Xiaoai Shen  Samuel Kai Wah Chu 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):952-976

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An investigation of factors associated with letter-sound knowledge at kindergarten entry     

Francis L. Huang  Laura S. Tortorelli  Marcia A. Invernizzi 《Early childhood research quarterly》2014

Letter-sound knowledge is necessary for children to begin reading and writing, and kindergarteners who know only a few letter sounds are at risk for later reading difficulties. This study examines the letter-sound knowledge of 1197 first-time kindergarteners who were economically disadvantaged, in light of six hypotheses about letter-sound knowledge acquisition: (1) the letter-name structure effect hypothesis, (2) the letter-sound ambiguity hypothesis, (3) the letter-name knowledge hypothesis, (4) the own-name advantage hypothesis, and 5) the phonological awareness facilitation hypothesis, as well as the (6) interactions between phonological awareness and letter-name structure. Results using three-level multilevel modeling indicate that letter sounds have varying levels of difficulty and several letter- and child-related factors are associated with naming a letter sound correctly. Implications for instruction are discussed.  相似文献   

大学生公民意识教育刍议     

刘小兰 《南宁职业技术学院学报》2005,10(3):49-52

目前,高校对大学生公民意识教育还没有足够的重视,现行的一些教育理念与教育方法不利于大学生公民意识的培育。大学生公民意识的缺失不利于现代化建设与和谐社会的发展,因此必须加强与改善大学生公民意识教育。  相似文献   

Training phonological awareness: a study to evaluate the effects of a program of metalinguistic games in kindergarten     

Brennan  Fiona  Ireson  Judith 《Reading and writing》1997,9(4):241-263

A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed.  相似文献   

英语教师的语言意识水平：调查与启示   总被引：1，自引：0，他引：1  

王琦 《西北师大学报》2004,41(6):118-121

以语言意识理论为背景,通过问卷调查、访谈及统计分析,发现英语教师的语言意识水平普遍偏低,这直接影响其教学观念和教学方法的创新;并认为提高教师的语言意识水平是提高教师素质的重要条件,也是推进中小学英语教育改革的重要保障。  相似文献   

Using Quilts and Quilt Picture Books to Celebrate Diversity with Young Children     

Marna?M.?HollandEmail author 《Early Childhood Education Journal》2005,32(4):243-247

Quilts, with their bright colors, puzzle-like patterns and comforting touch, naturally appeal to children. Quilts may cover beds, blanket naps, or serve some other function in childrens homes, and the family context of quilts makes them appropriate for exploring diversity with young children in the classroom. A rich and extensive collection of quilt-centered picture books is available that explores cultural, intergenerational and social awareness themes through engaging text and captivating illustrations. Quilts and quilt-themed picture books are useful additions to an early childhood environment that explores, celebrates and integrates diversity in the daily life of the young child.  相似文献   

Explore the needs of the elderly with social awareness     

Kenneth Hsi Che Wang  Jie-Heng Lin  Houn-Gee Chen 《Educational gerontology》2019,45(5):310-323

With the growing trend in population aging, declining birthrates, and changing patterns in living arrangements, aging in place has become a primary choice for elderly people after retirement (Hooyman & Kiyak, 2010). Home care service has become a key aspect of successful aging so that recent studies started to examine how to serve the dailyneeds for the elderly by adopting new home care services, in particular technology-enabled services for better living. This study applied Maslow’s theory to conduct an in-depth assessment on elders need and examine the factors that influence their satisfaction.Based on the concept of the social change process model (Glofia 1983), the “social awareness” on seeking external (societal) help to solve the problem was proposed and tested on its moderating effects in satisfying elder’s needs. The results from the empirical testing reveal that that elderly people rely on assistance from others and home-care service providers mediating the service to satisfaction when they are in less favorable health and economic conditions.  相似文献   

Phonological awareness,verbal working memory and the acquisition of literacy     

Mary Rohl  Chris Pratt 《Reading and writing》1995,7(4):327-360

This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated.  相似文献   

成人意识概念深度剖析     

张俊涛  杜爱华 《德州学院学报》2007,23(5):108-110

成人意识的概念在青少年心理健康教育领域有重要的意义,可以衡量青少年的心理成熟水平,解释青少年中出现的各种心理问题.成人意识水平是个体成长为成人的心理标尺,它的获得是青少年形成健全人格必经过程.成人意识的内容以三个层面和四条纵线构成立体体系.  相似文献