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81.
Hsiang-Ting Chen Hsin-Hui Wang Ying-Yan Lu Huann-shyang Lin 《International Journal of Science Education》2016,38(2):170-191
This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students’ engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n?=?36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students’ total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students’ anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed. 相似文献
82.
美术作为素质教育的一个重要组成部分,在高等学校教育中显得尤为重要,探寻一些可行性教学方法对于高校公共美术课教学来说已势在必行。“审美、欣赏法”、“锦上添花、雪中送炭法”、“目击法”以及“实用型成就法”在教学实践中效果良好,可以为高校公共美术课教学提供一些参考。 相似文献
83.
赵虹 《云南师范大学学报(哲学社会科学版)》2002,34(6):38-42
在英国步入“福利国家”的历史进程中,各项社会立法的提出、确立、不断完善是其主要途径之一。其中,在英国工业革命期间的几项社会立法无疑处于这一社会立法轨迹中的起始阶段,有其渊源关系。其他位和作用应予以肯定。 相似文献
84.
David Roberts 《Journal of Further & Higher Education》2018,42(7):969-985
This article is concerned with student engagement and understanding in large group teaching in Higher Education (HE). Specifically, it is concerned with the application of Multimedia Learning (MML) methods in Politics, History, International Relations, Sociology, Social Work, and Business and Economics teaching that privilege the use of images to complement text in lecture presentations. This ‘visual’ method, it is claimed in the literature, generates engagement and understanding better than text alone. This article develops, applies and empirically tests with students, MML methods across a range of Higher Education disciplines over three years. The research deploys Participatory Action Research (PAR) methods engaging students as active agents of investigation and change. It finds evidence to support the hypothesis that apposite images combined with reduced text increases students’ engagement and understanding with academic content, but that much formal research needs to expand on the range of demographics tested. 相似文献
85.
Jamie Zibulsky Christine Casbar Tamar Blanchard Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development. 相似文献
86.
Kwok-Wing Lai 《Distance Education》2017,38(3):321-335
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students. 相似文献
87.
聘任制作为高校人事制度改革的核心,一直为高校专业技术人员所密切关注。文章对我国现行的高校聘任制存在的弊端做出分析,并就如何改进高校聘任制提出对策。 相似文献
88.
Gizem Hülür Oliver Wilhelm Stefan Schipolowski 《Learning and individual differences》2011,21(6):742-746
We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming. 相似文献
89.
柳森 《徐州师范大学学报(哲学社会科学版)》2011,37(5):83-90
农村公共食堂是"大跃进"和人民公社化运动中极"左"思潮的产物,是人民公社供给制的载体。从1958年下半年到1961年5月,它在"吃饭不要钱"等天堂般的宣传和政治高压下一哄而起,适应了"组织军事化、行动战斗化、生活集体化"的"大跃进"需要,但很快就出现难以为继而加以调整,由领导人的偏爱和一意孤行而强行恢复,并得以苟延残喘,后又由大兴调查研究等实事求是之风而一哄而散,给农村、农业、农民带来了灾难性的后果。江苏农村公共食堂是全国农村公共食堂的一个缩影,存在着浪费粮食、降低社员生产积极性、浪费劳动力、不利于发展家庭副业、不节省烧柴、不利于团结、生活不便等自身难以克服的缺点,又是当时农村以"共产风"为主要特征的"五风"盛行根源之一,为群众所深恶痛绝。与全国其他省份相比,江苏在"大跃进"中,以江渭清为首的省党政领导很快走向务实,江苏农村公共食堂很快就出现了数量急剧减少、固定食堂少、农忙食堂多、食堂规模小等特点。庐山会议后,江苏公共食堂恢复率低,又以"调整"为名解散了很多食堂,特别是从1961年2月经毛泽东的同意江苏首先在全国解散公共食堂,这也是"大跃进"期间江苏省"非正常死亡"人数较少的原因之一。 相似文献
90.
Anne Arnesen Keith Smolkowski Terje Ogden Monica Melby-Lervåg 《Emotional and Behavioural Difficulties》2018,23(1):39-54
This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples. 相似文献