The importance of context in task selection     

Travis Weiland 《Teaching Statistics》2017,39(1):20-25

Context is at the core of any statistical investigation, yet many statistics tasks barely require students to go beyond superficial consideration of the contexts the tasks are situated in. In this article, I discuss a framework for evaluating the level of interaction with context a task requires of students and how to modify tasks to increase the levels of interaction required.  相似文献   

基于部队需求的医学专题数据库设计     

王毅  范泉水 《中华医学图书馆杂志》2014,(12):77-80

介绍了针对部队使命任务开展专题数据库服务的方式和方法,根据基层部队执行各种使命任务所需情报资料,开发出了适合基层部队使用的高原军事医学数据库和“三防”医学应急救援数据库。  相似文献   

任务驱动法在《机械制图与CAD》课程教学中的实践     

颜晓鸽 《天津成人高等学校联合学报》2014,(11):105-107

在理工科目中《机械制图与CAD》具有较高的实践性要求,学生从中可学到读取机械图与绘制机械图的技能。目前我国机械类专业人才缺口巨大,供不应求。然而因诸多原因的混杂,教学方法阻碍了学生动手能力的提高,甚至造成学生厌学。所以,积极探索新的教学方法势在必行。让学生解脱于灌输式的被动学习状态,让学生主动探索新的知识,需要任务驱动式发挥作用。  相似文献   

The scope of external information-seeking under uncertainty: An individual-level study   总被引：1，自引：0，他引：1  

Bin Guo^{Author Vitae} 《International Journal of Information Management》2011,31(2):137-148

As a first attempt to empirically investigate the scope of external information-seeking under uncertainty, this paper examines the direct and interactive effects of task uncertainty on the scope of external information-seeking. Search depth and breadth are the two components of the scope of external information-seeking in defining an individual's external information search strategy. The empirical results show that at the source portfolio level, task uncertainty exhibits positive effects on both the depth and breadth of external information-seeking. It is also found that there is a positive relationship between task uncertainty and depth-first propensity, which is defined as a seeker's propensity to acquire information through increasing search depth instead of through widening search breadth at the source portfolio level. Furthermore, the results show that the positive relationship between task uncertainty and depth-first propensity in external information-seeking is stronger when perceived source accessibility is low than when it is high. This study makes a contribution to the information-seeking literature by helping us understand how task uncertainty and source characteristics shape an individual's external information-seeking at the level of source portfolio and providing evidence of the task-source fit perspective in explaining information-seeking behaviour under uncertainty at the source portfolio level.  相似文献   

运动心理学领域中目标取向理论的研究与应用   总被引：3，自引：1，他引：2  

郝芳 《首都体育学院学报》2002,14(2):88-90

目标取向理论是研究个体在成就情景中的动机和行为的理论。国内外大量研究资料表明，任务取向与自我取向在运动情景中存在，并且与行为有密切相关，同时还影响到运动员的道德、认知、情感及其它心理领域。  相似文献   

多元化任务驱动教学模式在计算机专业课教学中的应用     

孙晶艳 《中国教育研究与创新》2006,3(1):6-7

本文从分析传统教学方法对培养学生的创新能力、独立分析问题、解决问题能力不足入手，提出计算机专业课程中采用“多元化任务驱动”教学模式具备一定的，并以设计“滚动字幕”这一任务的实施过程为例，对“多元化任务驱动”教学模式在计算机专业课教学中的应用进行了详细的说明。  相似文献   

任务型英语教学在职业学校的运用     

陈莉 《重庆第二师范学院学报》2007,20(4):137-139

本文概述了任务教学法的理论依据,任务教学法的实施模式,讨论其在课堂实施时的一些重要环节,提出了要保证任务教学的扎实推进和实效,需要学校更新传统教育观、英语教师全面提高综合素质。  相似文献   

采用任务驱动机制来设计实验材料——程序设计语言类课程的实验设计方法探究     

李黎明 《沙洋师范高等专科学校学报》2006,7(5):7-9

在程序设计语言类课程的实验课中，学生在学习过程中越是主动参与，其收获也就越大。在实验材料设计过程中，如何调动学生学习的主动性和如何培养学生的成就感是实验材料设计成败的关键。目前的实验室模型主要有两种，即：封闭实验室和开放实验室，两种模型下的实验材料都力求采用任务驱动的方式，使学生能自始至终都保持主动参与的积极性，从而可以达到较好的实验效果。  相似文献   

Why increasing the number of raters only helps sometimes: Reliability and validity of peer assessment across tasks of different complexity     

《Studies in Educational Evaluation》2023

Number of raters is theoretically central to peer assessment reliability and validity, yet rarely studied. Further, requiring each student to assess more peers’ documents both increases the number of evaluations per document but also assessor workload, which can decline performance. Moreover, task complexity is likely a moderating factor, influencing both workload and validity. This study examined whether changing the number of required peer assessments per student / number of raters per document affected peer assessment reliability and validity for tasks at different levels of task complexity. 181 students completed and provided peer assessments for tasks at three levels of task complexity: low complexity (dictation), medium complexity (oral imitation), and high complexity (writing). Adequate validity of peer assessments was observed for all three task complexities at low reviewing loads. However, the impacts of increasing reviewing load varied by reliability vs. validity outcomes and by task complexity.  相似文献   

Bias in student evaluations: Are my peers out to get me?     

《Studies in Educational Evaluation》2021

The use of peer evaluations to evaluate performance is commonplace, especially in higher education. Yet, researchers and educators have long expressed concerns about the accuracy of such ratings. While research has found student peer evaluations to be consistent with instructor evaluations, rater bias is inherent in all evaluations, and students are not exempt from this. This study examines task completion and identity threat to determine if experience and identity play a role in shaping student peer evaluations. A sample of MBA students evaluated their peers before and after completing a course presentation. Results showed that students’ peer evaluations were significantly “lower” or more critical after having completed the presentation themselves. This study illuminates the importance of experience and training in the implementation of performance evaluations.  相似文献