小班幼儿的家庭养成教育情况调查     

柯俊 《陕西教育学院学报》2014,(5):15-18

家庭教育由于其早期性、持久性以及亲子之间无可替代的血缘、情感关系,它的影响力甚至在某些方面已经超过了幼儿园。因此,我们需要充分发挥家庭教育的作用,形成家园共育的大环境,建立一种合作、互补的关系,共同进行养成教育。  相似文献   

建筑施工现场漏电防护技术     

袁成华 《淮北职业技术学院学报》2004,3(2):58-59

目前建筑施工现场用电很不规范,漏电保护起不到多级保护作用,甚至断电时间长而影响施工。本文对如何进行漏电保护进行剖析并提出合理设置,防止触电  相似文献   

汉代乘传制度探讨     

梁锡锋 《河南师范大学学报(哲学社会科学版)》2004,31(2):77-79

汉代的乘传制度是在先秦、秦代乘传制度基础上发展和完备起来的。这一制度基本上存在于整个汉代。乘传通常有四等;但亦有超常规的六乘传、七乘传。乘传级别固然由使用者的地位、身份决定,但事情的紧急程度也起重要作用。乘传主要是在有军国大事时使用,因而对汉朝的统治有着重要意义。但是由于制度的缺陷性,特别是王莽时期的滥用,使这一制度在实施过程中也出现了不少弊端,从而降低了它的作用。  相似文献   

利用秒表法找转子静平衡   总被引：1，自引：0，他引：1  

张鸣 《淮南职业技术学院学报》2010,10(3):16-18

泵与风机的振动常常是由于转子不平衡不良引起的,现在火力发电厂中高压、高速的大型泵与风机对转子精确平衡的要求更高,特别是在检修、更换转子上的零件后,找平衡成为检修中十分重要的环节,其中秒表法找转子静平衡由于操作简单、省时、误差小等诸多优点而被广泛的应用。  相似文献   

中学生对体育课好课的期望研究     

陈少华  戴维红 《浙江体育科学》2010,32(3):59-63

采用文献资料法、访谈法、问卷调查法、数理统计法等研究方法对莆田市八所中学的460名学生进行调查研究,结果表明：中学生对体育课好课期望依次是教学方法、课堂氛围、师生关系、教师素质、教学环境,学习效果、学习内容、学习目标等,并对各要素有具体的期望。不同学段学生对体育好课的教学目标、教学内容期望上存在显著性差异,不同学校等级在教学内容期望有显著性差异,不同性别学生在指导方式、组织形式期望上有显著性差异。  相似文献   

九年级化学教材内容类型编排对比研究——以人教版和沪教版为例     

苟晓霞  张焕萍  栾芳 《林区教学》2021,(1)

基于学科核心素养,对九年级人教版和沪教版化学教材的内容类型编排进行研究和对比分析,探讨两个版本化学教材内容编排特点,为初中化学教师教学设计、教学研究及教材二次开发利用提供科学依据,为各地区教师选择适合学生的教学资源提供参考,为更好地培养和提高学生的化学学科核心素养提供素材。  相似文献   

句法手段对名词性并列结构中语义量级的强制     

王伟 《河南师范大学学报(哲学社会科学版)》2006,33(5):133-135

本文重点讨论名词性并列结构中并列项所表达的语义与语法的对应关系,尝试从量级范畴入手,在句法形式对名词性并列结构中语义量级的反作用问题上提出自己的观点。  相似文献   

ECRIMO,an app to train first graders' spelling: Effectiveness and comparison between different designs     

Cynthia Boggio  Ahmed Zaher  Marie-Line Bosse 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1332-1350

The present study assessed the effectiveness of the ECRIMO educational application designed to build first-grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first-graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7-week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper-based training? (3) Does gamification impact students' learning performance? Mixed-model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises.

Practitioner notes

What is already known about this topic

• A significant number of children experience difficulties in reading and spelling from the first years of learning.
• The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.
• Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.
• The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.

What this paper adds

• Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.
• Comparable effects of both the tablet-based and paper equivalent training on participants' spelling were found.
• The use of gamification in ECRIMO could be more suitable for the weakest students.

Implications for practice and/or policy

• Educational technologies should be evidence-based and should be evaluated with both a passive and an active control group.
• The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.
• The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.

  相似文献