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101.
AbstractThis study aims to show how the integration of passive and active learning approaches contributes towards the significant understanding of problems associated with sustainable development. To do this, a case study from the municipality of San Miguel de Achiutla in Oaxaca, Mexico, is used as a general method, with the specific procedure including an instrument based on secondary sources representing the passive learning phase, as well as an instrument created on the basis of primary sources, designed in relation to the active learning component. The passive learning phase enabled us to identify variables pertaining to the highly vulnerable dimensions of sustainable development, and to also detect areas in which there is a deficit of information, since not all data are available, while the active learning phase revealed the causes of vulnerability from the perspective of different agents, including those who experienced the issues directly. In view of the above, we conclude that rather than being exclusive, these two different approaches should in fact be complementary. 相似文献
102.
Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on the quality of created plans, planning behavior, task load, and acquired knowledge. Sixty-five participants each worked with two versions of a planning tool. In one version, learning plans were actively constructed by the learners themselves; the other version provided learners with an adaptable computer-generated plan. The results indicated that the quality of learner-created plans was lower than computer-generated plans. Furthermore, participants reported a higher task load when they constructed the plans by themselves. However, participants gained more structural knowledge about the learning domain when they actively created plans. There was not an apparent preference for one of the tools if participants were to create a plan for someone else. However, if they were to use the plan for their own learning, participants preferred to actively create their own plans. 相似文献
103.
104.
Constitutive model of saturated soft clay with cyclic loads under unconsolidated undrained condition
An equivalent visco-elastic model of saturated soft clay was studied under unconsolidated undrained (UU) condition, which can be used to evaluate the stability of ocean foundation. Cyclic triaxial compression and extension tests were conducted to study the parameters of the model. Results showed that the relationships of the damping ratio and the octahedral shear modulus with the octahedral cyclic shear strain were nearly unique, when the initial octahedral shear stress ratios of specimens were equal to 0.3, 0.5 and 0.7. The relationships of the damping ratio and the octahedral shear modulus with the octahedral cyclic shear strain determined from the cyclic triaxial compression tests were basically the same as those determined from the cyclic triaxial extension tests. Furthermore, the relationships were not related to the initial stress condition, the test stress state and the octahedral cyclic shear stress ratio. The relationships determined from the cyclic triaxial tests under no deviatoric stress were basically the same as those determined from the cyclic triaxial tests under deviatoric stress. The change of the octahedral cyclic accumulative strain with the number of cycles was unique under different tests stress states. An equivalent visco-elastic constitutive model of saturated soft clay under UU condition was initially established. 相似文献
105.
为了解决脑核磁共振图像中的灰度不均匀现象,提出了一个基于两相的脑图像分割模型.该模型在图像局部熵基础上融合局部高斯信息和全局信息的两相水平集来拟合图像信息,同时采用一种新的简单有效的初始化方法,进行脑灰质、脑白质、脑髓液分割.实验结果表明,该模型能有效地对脑灰质、脑白质、脑髓液进行分割,同时提供准确光滑的目标边界,解决了CV模型等对灰度不均匀图像分割失败的问题. 相似文献
106.
基于化学成分的传统分类方法,对中药雌激素的活性成分及其药理作用进行了总结和分析,为后续揭示中药雌激素活性成分奠定基础,为含有雌激素活性成分的中药的临床用药及防治提供参考. 相似文献
107.
在高中语文新课程教学中,教师要积极研究教学策略,引导学生主动质疑,在课堂教学中逐步建构起主动质疑、主动探究的学习模式。 相似文献
108.
积极构建有利于创新的学习型大学图书馆 总被引:4,自引:0,他引:4
“学习型图书馆”是根据“学习型组织”理论提出的一个新概念。在网络环境下大学图书馆的发展依靠的是全馆员工及读者的学习及技术操作能力、速度和意愿。只有不断地学习才能抓住机遇、才能适应社会发展的新环境、才能向高层次发展。文章就如何创建学习型大学图书馆提出了四个方面的问题。 相似文献
109.
Yunteng He 《College Teaching》2019,67(1):70-72
Muddiest point and minute paper have been popular techniques to obtain feedback from students. However, focusing on the muddiest point too often can be discouraging for both students and instructors; in minute paper, students may often have off-topic comments. Here a cross and modified technique, the ‘traffic light’ card is introduced, to overcome the drawbacks in muddiest point and minute paper. About 2?minutes before the end of lecture, students “traffic light” the given topics on a notecard, in which their understanding is high (green), partial (yellow), or low (red). The results are used by the instructors to give appropriate review in the next lecture and help students gain better understanding in the content. 相似文献
110.
Ceridwen Evans Sandy Toogood Stephanie Owen-Leeds Leusa Dwyfor Shabreen Jorammanawar Nour Issa J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance. 相似文献