从知识结构与思维结构看思维评价——基于皮亚杰发生认识论知识观的演绎     

张沿沿  冯友梅  顾建军  李艺 《电化教育研究》2020,(6):33-38

无法理清思维与知识的关系是思维评价工作一直没有取得有效突破的重要原因。实际上,皮亚杰已经为这层关系的解释提供了答案,但一直被人忽视。文章从皮亚杰知识观出发,也即从知识与思维的内在一致性观点出发,以比格斯SOLO分类理论为辅助,重新认识“思维水平”问题,最终从知识结构与思维过程两个方面讨论思维的可“观察”性及思维水平的可评价性。最终所得结论为,借知识结构的间接考察和对思维过程的直接观察是思维评价的两条可能路径。  相似文献   

教育知识图谱构建中的标准词汇参考模型研究     

袁满  曹阳  陈萍 《电化教育研究》2020,(3):76-84

教育是典型的知识密集型领域,因此,进行领域知识的共享研究对教育领域的发展非常重要。多年信息化的历史经验告诫我们:共享的前提是必须对领域资源实施标准化。尽管我国教育领域研发了系列教育元数据标准,但是从智慧教育的需求来看,这些标准普遍表现为缺乏语义、比较零散、体系不够完善等。随着近些年知识图谱的提出,为教育资源的知识整合发展提供了重要的技术手段。然而,目前知识图谱构建的主要焦点在构建技术方面,忽视了构建中的标准化问题。长此以往,领域将会构建出很多“知识孤岛”。为解决这些问题,本文在对国内外教育领域内标准进行研究的基础上,以系统理论为依据提出并构建了一个集预定义词汇的W3C语义Web标准、顶层词汇标准和领域词汇标准于一体的三层架构模型——教育资源知识图谱标准词汇参考模型。基于该模型建构知识图谱,不仅为教育领域数据的标准化提供标准词汇参考,而且也为规范构建教育领域知识图谱提供了参考。  相似文献   

抛锚式教学模式在《导游基础知识》教学中的应用     

李志伟 《重庆第二师范学院学报》2012,25(3):111-113

针对当前《导游基础知识》教学模式存在的问题,在教学中可以采用抛锚式教学模式。根据教学经验总结了在常用抛锚式教学模式及其运用过程。并提出了教学过程的注意事项。  相似文献   

基于知识图谱的国内气排球分析     

许延威  韦硕 《四川体育科学》2021,(2)

为了了解气排球发展的现状,从中国知网搜索关键词气排球共700篇,借助Citespace III统计软件绘制气排球研究领域的可视化知识图谱与科学计量加以分析。以揭示我国气排球研究现状与研究热点。结果显示:刘利鸿、孙平是气排球方面研究的主要团队,气排球研究人员与集中现象不明显;研究机构太过分散;研究主题从认识气排球到开展与推广过程中,最后转变为如何进行气排球教学与训练。气排球的开展现状存在问题,提出以下对策,加强政府部门的管理制度,增加社会方面的支撑力度,气排球要与学校部分结合。  相似文献   

“It's not a simple thing,co-publishing”: Challenges of co-authorship between supervisors and students in South African higher educational contexts     

《Africa Education Review》2013,10(1):32-47

Abstract

Knowledge production in South Africa remains framed by the legacies of apartheid. Developing emerging authors and local knowledges through co-authorship between supervisors and post graduate students is an important strategy aimed at challenging these legacies. This paper draws on in-depth interviews with students and supervisors to explore their experiences of co-authorship. Findings indicate that while insisting that co-authoring has value, several students also note their discomfort with elements of the process. While insisting students’ work be disseminated, and expressing willingness to engage in the mentoring that this requires, supervisors also articulate discomfort with processes offering opportunities for personal career development. Given increasing emphasis on co-authorship we suggest the power inequalities expressed through the supervisor/student relationship be made more transparent. Knowledge production through co-authorship is best served by collaborations between authors who are more equally empowered and who are more critically aware of the challenges such collaborations are likely to present.  相似文献   

Teacher beliefs and practices formed during an innovation with computer‐based exploratory mathematics in the classroom     

Chronis Kynigos 《Teachers and Teaching》2013,19(3):247-273

This paper describes research into the beliefs and practices established over time by teachers, who had been engaged in an innovative ‘mathematical investigations’ school program, based on the use of exploratory software. The theoretical framework perceives the teacher as an active mediator of innovation, constructing and reorganizing a personal pedagogy. Interview and detailed observational classroom data were collected and analyzed, synthesizing qualitative and quantitative interpretations of teachers' comments in the classroom. The results show that teachers refer to a variety of aspects of the learning situations in which they intervene rather than just the mathematical concepts and ideas. They adopt multiple roles in the classroom and are influenced by the values of the educational system. The ways in which these issues influence teaching and learning of the mathematical concepts at hand is considered. The nature of teacher beliefs and the ways in which they may influence their practice is questioned.  相似文献   

A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice     

Julie A. Timmermans  Jan H. F. Meyer 《International Journal for Academic Development》2013,18(4):354-368

Abstract

In this paper, we propose a framework to help educational developers navigate the now vast literature on threshold concepts, so that they may effectively support university teachers in their work to embed threshold concept knowledge into courses and programs. This research- and practice-informed framework consists of seven principles and seven clusters of activities. It includes an ‘actionable literature review’ – a distillation and synthesis of threshold concept-related knowledge that can be acted upon and adapted in a variety of settings by educational developers and teachers.  相似文献   

Public Sector Agricultural Extension System Reform and the Challenges Ahead     

William M. Rivera 《The Journal of Agricultural Education and Extension》2013,19(2):165-180

Abstract

This paper is organized into two main sections. The first section examines extension as an engine for innovation and reviews the numerous priorities confronting extension systems. Section two highlights the current knowledge imperative and the critical connection of extension to post-secondary higher education and training, organizational inservice training, and vocationally oriented self-directed learning. Final comments address ‘The Continuing Role of the Public Sector’, and the prospect of its role in balancing societal interests and promoting extension as an aspect of a knowledge economy. The conclusion proposes what may be agricultural extension's challenges ahead.  相似文献   

Recent Policy Developments in Green Education in the Netherlands     

Hendrik Kupper  Ramona Laurentzen  Martin Mulder 《The Journal of Agricultural Education and Extension》2013,19(2):121-139

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The Future of Agricultural Education: The Case of the Netherlands     

Martin Mulder  Hendrik Kupper 《The Journal of Agricultural Education and Extension》2013,19(2):127-139

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