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31.
For several decades computational estimation is seen as an important topic in primary mathematics education. While previous narrative literature reviews on computational estimation summarized the available research on computational estimation abilities in students and adults, the present systematic literature review focuses on the measurement, development, and stimulation of computational estimation abilities in kindergartners and primary school children. Reviewing 28 studies revealed that these abilities were mostly investigated from 8-years old onwards by using a variety of measures. Age-related improvements in estimation performance and strategy use were observed in most studies. Only very few studies addressed the targeted stimulation of computational estimation abilities. The current review identified several gaps in the research literature, such as the absence of studies investigating the relationship between computational estimation performance and other basic numerical and mathematical abilities in children, and the paucity of longitudinal studies on the development of computational estimation ability. 相似文献
32.
Fourteen elite and 14 amateur athletes were subjected to vibratory stimulation during bilateral biceps curl exercises of explosive strength exertion. The athletes performed two separate series of three sets of exercises in random order. The second set of one series was administered with superimposed vibration of 44 Hz and an acceleration of about 30 m .s-2 transmitted through the two-arms handle to the arm muscles. The mechanical power of each repetition was measured by the ‘Power Teach’ instrument. The maximal and mean power values for each set were automatically recorded and shown on the screen. The acute effect was evaluated as the difference between the mean and peak power output in the second (with vibratory stimulation) and first (without vibratory stimulation) sets. Similarly, the residual effect was taken to be the difference between the power values of the third (after vibratory stimulation) and the first (before vibratory stimulation) sets. The results were subjected to a repeated-measures analysis of variance with group as a between-participants factor. The results showed that exercise mode (with vs without vibratory stimulation) resulted in a significant immediate effect for mean power and for maximal power. The factor group (elite vs amateurs) resulted in a significant effect for maximal power only. The increase in explosive strength exertion attributed to vibratory stimulation was 30.1 and 29.8 W (10.4% and 10.2%) for maximal and mean power respectively in the elite group, and 20.0 and 25.9 W (7.9% and 10.7%) respectively in the amateur athletes. Vibratory stimulation resulted in an insignificant residual effect. 相似文献
33.
罗启升 《思茅师范高等专科学校学报》2008,24(4)
学习动机与学习效果之间存在着正比关系,适中合度的动机能提高学生学习兴趣和学习效率;反之,动机不强或过强则会影响学习效率。专科学生的英语学习动机受多种因素影响,普遍出现消极现象。因此,如何激起学生积极的英语学习动机成了教师必须解决的问题。对此,从五个角度分析了专科生的英语学习动机,并提出四种激发思考。 相似文献
34.
学习科学作为一门研究教与学的新兴交叉学科,自诞生以来就将学习技术设计作为重要的研究方向。在最近召开的学习科学国际大会“学习技术”专题研讨中,来自不同国家和地区的研究人员重点对四个方面进行了交流研讨。在社会性学习技术方面,社交机器人RUBI通过与儿童的对话和交互能有效提高儿童语言学习的效率;社会性教学代理（TA）能帮助学生学习并提高他们的学习和推理能力。在学习设计与分析技术方面,学习设计平台PPC能使教师在大数据的支撑下选择或设计学生学习方案;教育数据仓库DataShop能为研究者们提供研究学生学习行为、预测学生学习绩效、验证学习理论的环境。在认知描绘技术方面,CogSketch采用独特的方式促进学生对于描绘的认知理解,有利于学生高阶推理能力与空间能力的培养。在大脑刺激技术方面,经颅电刺激技术（tES）能够对大脑的功能进行塑造,有助于提高学生的数学学习效果。这些研究表明,学习技术正在从理论走向实践,逐渐影响教育决策和教育实践;学习技术的健康发展需要教育学、计算机科学、认知科学、脑科学等各领域研究者的紧密合作,只有这样才能使学习科学研究走向真实的学习境脉,促进学习者的深度学习。 相似文献
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在学校整体转型过程中,学校办学理念的更新会通过各个领域的变革而得到整体落实。作为教育性组织的学校组织变革是学校管理变革的重要内容。“学校组织”的生命性、教育性和成长性,直接呼唤着学校对组织形态、组织功能、组织沟通方式的价值更新和实践变革。从奉命到自觉,组织变革将释放教师主动发展的时空,激发教师主动发展的内在动力,并直接激发学校领导团队以及各层面责任人在变革过程中的自我成长。 相似文献