Development of a user-friendly instrument for identifying the learning strategy preferences of adults     

Gary J. Conti 《Teaching and Teacher Education》2009

Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences. Although this instrument, Assessing The Learning Strategies of AdultS (ATLAS), appears very simple and is easy to use, a series of multivariate statistical procedures were used to develop and validate it. These procedures are reported here in detail so that practitioners can be aware of its strong research base and use it with confidence. ATLAS can be used either for self-assessment or by an instructor in order to quickly identify how an individual learner approaches a learning task.  相似文献   

论儒家学说群性文化的本质特征     

毛庆耆 《辽宁师范大学学报(社会科学版)》2009,32(1):11-15

首次提出了用以考察文化本质的群性文化和个性文化两个概念.认定两千年作为中国文化理论形态的儒家学说属群性文化,道家学说属个性文化.在近二百年受到疑惑、批判、冷落的儒家学说,此前有过两千年被尊重和信奉的历史.当代西方学者看重道家,是因为西方一贯的个性文化与道家吻合;而且资本社会人的异化严重,欲以道家思想济其穷.儒家学说与唯物史观有相通之处.当前和谐社会文化建设理当重新重视、继承儒家,亦可吸收道家文化.  相似文献   

一位研究生干部的成长叙事——研究生个体发展的叙事、解构与反思     

江淑玲 《教育学术月刊》2010,(3):30-34

文章以一位研究生干部为个案,通过叙事手法再现了其日常学习、生活和社会实践情境,并以时间观念为线索进行解构,从研究生个体自我成长角度反思高校研究生培养问题。研究认为,影响研究生成长既有外部因素又有内部因素,就学生主体来说,可以从奋斗目标、自主学习、求教指导、时间管理、社会意识、合作创新等方面提升自身素质。  相似文献   

话语转型与主体性的缺失     

李金龙 《鞍山师范学院学报》2010,12(1):79-82

中国现代文学经历了两次大的话语和观念转型,第一次是从家族主义、集体主义向个人主义观念的转型,以及由“非人的文学”向“人的文学”的转型,这是个体主体性从无到有的建构过程;第二次是从五四时期的个性主义向左翼的革命主义、集体主义观念的转型,这是个体主体性逐渐为集体主体吞噬并走向消亡的过程,也是文学成就逐渐滑坡的过程。  相似文献   

A comparative evaluation of regional subsidies for collaborative and individual R&D in small and medium-sized enterprises     

Annalisa Caloffi  Marco Mariani  Federica Rossi  Margherita Russo 《Research Policy》2018,47(8):1437-1447

We analyse whether public subsidies supporting collaborative research and development (R&D) projects in small and medium-sized enterprises (SMEs) are able to encourage persistent R&D investment and interorganisational networking more than subsidies supporting individual R&D projects. Adopting a counterfactual approach to policy evaluation, we compare subsidies for collaborative R&D and for individual R&D implemented in the same Italian region in the same period. Our findings suggest that, once public support is no longer available, the two subsidies have different effects on different types of SMEs. If the policymakers’ objective is to increase the number of R&D-performing SMEs over time, they should provide subsidies for collaborative R&D to firms with modest R&D experience. If their objective is to increase the amount of spontaneous R&D investment over time, they should target SMEs with some prior R&D experience, using either subsidy. Finally, if their objective is to induce SMEs to network with external organisations, subsidies for collaborative R&D projects should be preferred to subsidies for individual R&D projects.  相似文献   

Age of Uncontrolled Information Flow     

HENRY SPENCER 《The Information Society》2013,29(2):163-170

We are heading into an era of uncontrolled and uncontrollable information flow. In the past, the tools of information flow required large investments, and the persons controlling them were easily identifiable. Now, effective long-range communication with large numbers of people can be done using tools that are easily affordable to the average citizen. Moreover, it can be done in ways that make monitoring and control virtually impossible. This is not a worrisome future change that can be averted by prompt action; it is a fait accompli and there is no reversing it. However, this is not necessarily clear to those interested in monitoring and control. Unfortunately, the bulk of electronic communication is still relatively exposed to monitoring and control, and is likely to remain so for a while. The danger is that the authorities, trying to retain a grip on a situation that is irretrievably slipping away, will react to the extremes of the problem in ways that leave ordinary users' privacy unprotected. The best approach is to adapt traditional solutions rather than inventing new ones. The safeguards built into the traditional solutions may not be precisely appropriate, but they are far better than nothing.  相似文献   

我国高校竞技健美操男单成套难度动作分析     

张中印  马凌波  周燕  熊德良  秦勇 《哈尔滨体育学院学报》2013,(2):74-79,96

采用文献资料、专家访谈、数理统计、录像分析等方法对2010年健美操世锦赛、2011年全国健美操锦标赛精英组男单决赛前6名成套的难度动作编排体系进行对比分析,探析两者之间的差异、差距,为我国男单成套创编提供参考。研究发现：我国男单成套中难度动作的选择比较单一,重复率高;顺序安排无规律;动作失误率高,部分难度动作完成质量较差;部分运动员完成高难度动作的能力有所欠缺,D组动作的稳定性有待加强。  相似文献   

论教育的个体享用性   总被引：2，自引：0，他引：2  

彭文晓 《襄樊学院学报》2006,27(4):89-93

教育促进个体的发展,既可以实现个体的社会化,即让个体具备一定的知识和品德,同时,也可以满足个体的内在需要,让个体感到快乐,即教育的个体享用性。在我国现实学校教育中,由于太重视教育的外在谋生功能,忽视教育的个体享用功能,从而导致教育彻底地外在于学生,而使学生沉浸在“苦学”中。教育的个体享用性基于对我国现实学校教育的忧虑,也守望着学生发展的“未完成性”。教育在引导学生为人处世、成家立业的同时,理应满足学生个体内在的精神需要,让学生感到由衷快乐。推行学生主体论、学习超越说和教育美学观,是实现教育个体享用性的基本依据。  相似文献   

关于"分层教学"的理论及策略   总被引：1，自引：0，他引：1  

李建年  陈晓筑 《贵州教育学院学报》2001,17(6):40-43

“分层教学”是一种对传统班级教学的改造。它通过改变教学策略来提高教学的内在品质 ,使教学既能适合学生个别差异又能促进学生共同提高的教学组织方式。作者在课堂实验的基础上 ,对“分层教学”的分层策略、教学目标策略以及教师课堂教学的策略进行了一些必要的探讨 ,使不同认知水平和特征的学生能够更有效地学习和发展。  相似文献   

Structuring collaboration in mixed-ability groups to promote verbal interaction,learning, and motivation of average-ability students     

Mohammad Saleh  Ard W. LazonderTon de Jong 《Contemporary educational psychology》2007

Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures.  相似文献