Diagnosing English reading ability in Chinese senior high schools     

《Studies in Educational Evaluation》2020

To diagnose the English as a Foreign Language (EFL) reading ability of Chinese high-school students, the study explored how an educational theory, the revised taxonomy of educational objectives, could be used to create the attribute list. Q-matrices were proposed and refined qualitatively and quantitatively. The final Q-matrix specified the relationship between 53 reading items and 9 cognitive attributes. Thereafter, 978 examinees’ responses were calibrated by cognitive diagnosis models (CDMs) to explore their strengths and weaknesses in EFL reading. Results showed strengths and weaknesses on the 9 attributes of the sampled population, examinees at three proficiency levels and individual learners. A diagnostic score report was also developed to communicate multi-layered information to various stakeholders. The goodness of fit of the selected CDM was evaluated from multiple measures. The results provide empirical evidence for the utility of educational theories in cognitive diagnosis, and the feasibility of retrofitting non-diagnostic tests for diagnostic purposes in language testing. In addition, the study also demonstrates procedures of model selection and a post-hoc approach of model verification in language diagnosis.  相似文献   

网站分类法的比较研究   总被引：2，自引：0，他引：2  

程晓琳 《晋图学刊》2006,(4):6-7

通过对网络信息分类组织方法的比较,阐述了分类法揭示网络信息资源的优势,网络信息分类组织的发展前景。  相似文献   

植物分类学教学的改革与实践   总被引：3，自引：0，他引：3  

孔红  毛学文  陈荃 《天水师范学院学报》2002,22(2):68-69

对种子植物分类学进行了教学内容和教学方法的改革与实践,突出了地域性、季节性、先进性、同步性、师范性,教改效果显著.  相似文献   

西藏缓步动物两新记录种记述   总被引：2，自引：0，他引：2  

屠艳荣  张蓉清  王立志 《陕西教育学院学报》2007,23(1):91-94

记述了西藏2个缓步动物新纪录,它们是哈氏大生熊虫和胡氏大生熊虫。这2个种同属于缓步动物门(Tardigrada)、真缓步纲(Eutardigrada)、并爪目(Parachela)、大生熊虫科(Macrobiotidae)、大生熊虫属(Macrobiotus)。  相似文献   

生物分类学流派及其评介     

干建平 《黄冈师范学院学报》1997,(4)

由于对分类学原理的不同理解,分类学明显分为三大流派：数值分类学,分支分类学和进化分类学.介绍和分析了各分类学流派的理论和方法上的主要分歧,并对它们在实际应用中的相互关系进行了评价.  相似文献   

Toward a taxonomy of adaptivity for learning     

Jan L. Plass  Shashank Pawar 《Journal of Research on Technology in Education》2020,52(3):275-300

Abstract

Adaptive learning and personalization have long been of great interest to learning designers and educators, and recent technological advances that have opened up a range of new possibilities for adaptivity. However, we lack clear definitions of the terms adaptivity and personalization, and the theoretical and empirical soundness of implementations of corresponding systems varies greatly. We therefore first provide definitions for key concepts related to adaptivity. We then discuss what variable systems should adapt for, how these variables can be measured, and what modifications to the learner experience can be made based on these variables. We propose a taxonomy of adaptivity that distinguishes adaptivity based on cognitive, emotional, motivational, and social/cultural variables, and that defines types of adaptivity at a macro-level and a micro-level.  相似文献   

布卢姆之后美国教育目标分类研究的进展分析   总被引：1，自引：0，他引：1  

丁念金 《上海师范大学学报(哲学社会科学版)》2007,36(1):28-32

从布卢姆教育目标分类学问世到现在，美国教育目标分类研究取得了许多重要进展，主要包括：一是对布卢姆教育目标分类学的批评；二是对布卢姆教育目标分类学的修订，其中以安德森和克拉斯沃尔主持的修订最著名；三是创建新的分类体系，其中以霍恩斯坦的新分类较具代表性。从这些进展中可以得到重要的启示。  相似文献   

美国“分层课程”教学模式述评   总被引：7，自引：0，他引：7  

尹志梅 《外国教育研究》2005,32(7):34-36

美国“分层课程”教学模式是以布卢姆的分类学思想为基础。在“脑的十年”的脑科学研究背景下,在中学阶段开发的一种教学模式。它力图实现以学生为中心的教学,创造一个学生能自主控制学习,并为其选择的作业层次负责的学习环境。它在学习过程中师生能充分地交互作用,对各国的课程改革具有很大的研究和借鉴价值。  相似文献   

Do No Harm—A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course     

Schoenfeld-Tacher  Regina  McConnell  Sherry  Graham  Michele 《Journal of Science Education and Technology》2001,10(3):257-265

This paper presents the results of a study designed to examine the effects of distance delivery on student performance and classroom interactions in an upper level science (Histology) course. Outcomes were assessed by comparing performance on content pre- and posttests for students enrolled in on-campus and on-line sections of the same course. Interactions were classified according to initiator, topic, and Bloom's taxonomy level for content interactions. The resulting patterns were analyzed to compare behaviors in different settings. It was found that although the groups were indistinguishable in content knowledge at the outset of the study, by the end of the semester, students in the on-line group significantly out-performed their peers in the on-campus section. The on-line settings had a greater proportion of high-level interactions (according to Bloom's taxonomy) than the on-campus setting.  相似文献   

Digital play: a new classification     

Jackie Marsh  Lydia Plowman  Dylan Yamada-Rice  Julia Bishop  Fiona Scott 《Early Years: An International Journal of Research and Development》2016,36(3):242-253

Abstract

This paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most popular apps. In identifying play types that emerged in the analysis of data, the team utilised an established taxonomy, which outlines sixteen play types. This taxonomy was reviewed and adapted to analyse data from the project relating to digital play. Through this process, an additional type of play, transgressive play, was identified and added to the taxonomy. The paper outlines the implications of the revised taxonomy for future studies of play.  相似文献