CSCL中促进协作知识建构的策略     

柴少明 《现代远程教育研究》2012,(4):35-40

计算机支持的协作学习（CSCL）是近年来教育技术和学习科学研究的热点,协作知识建构是CSCL的主要学习方式和学习目标,如何支持和促进协作知识建构是教育研究者和实践者关注的焦点问题之一。在社会建构主义和对话学习理论基础上建立的基于对话的教学设计和基于研究与实践的协作学习过程模型可以作为一种系统的教学模式,引入到CSCL学习环境中来支持协作知识建构。网络环境下协作学习困难和问题调查,以及CSCL课程实践证明：旨在提高学生对话能力,促进学生不同类型对话产生和发展,培养学生批判性思维能力的促进协作知识建构的教学设计和实施策略是有效的,学生在协作学习中能掌握并运用这些策略来促进协作学习。实现知识建构的目标。  相似文献   

缩小医学研究与实践之间信息交流差距的对策   总被引：1，自引：0，他引：1  

汤亚玲  梁新华  王晴 《编辑学报》2006,18(1):20-22

从期刊编辑角度,分析医学研究与实践之间信息交流的差距,探讨缩小医学研究与实践信息交流差距的策略,以期启示医学界、期刊界共同关注医学信息交流的差距.  相似文献   

英文版科技期刊编辑人员业务素质的自我培养   总被引：10，自引：0，他引：10  

宋福南  柴瑞海  朱虹 《编辑学报》2006,18(1):62-63

英文版科技期刊的质量与英文编辑的业务素质关系十分密切.合格的科技期刊英文编辑必须具备广博的专业知识、熟练的编辑技能、深厚的科技英语写作能力和高度责任心.要具备这些素质需要一个不断提高的过程.根据我国目前科技期刊英文编辑队伍的实际情况,论述怎样快速成为一名合格的英文编辑,并提出多种有效提高英文编辑业务素质的途径.  相似文献   

区域生态经济治理优化决策效率评价研究          下载免费PDF全文

姜文博  柴华奇  冯泰文  王吉林 《科研管理》2018,39(10):40-49

本文采用文献研究和因子分析法建立评价指标体系,选取我国生态治理中具有代表性的区域--陕西省,运用DEA-Malmqusit方法测算了2004至2014年间生态经济治理优化决策效率。采用output-SBM模型对2014年我国31个省份的生态经济治理优化决策效率进行测算。结果表明,陕西省的生态经济治理优化决策效率呈下降趋势;中、西部省份生态经济治理优化决策效率整体不及东部省份的效率值;东部省份在森林蓄积量和保护区面积占辖区面积比重两个产出指标存在产出不足现象,中、西部省份在人均水资源量和工业废水排放量两个产出指标存在产出不足现象。  相似文献   

关于黑洞事件视界和它的Rindler视界相接触时的讨论   总被引：1，自引：1，他引：0  

蒋亚玲 《襄樊学院学报》1999,20(2):14-18

文章从零超曲面方程出发得出：匀加速直线运动的动态黑洞时空存在两个视界──黑洞的事件视界和它的Rindler视界．并着重对二视界相接触时的行为进行了讨论．  相似文献   

果树病毒病的防治          下载免费PDF全文

柴素芬 《惠州学院学报》1999,(4)

本文讨论了柑桔、苹果枣、葡萄、番木瓜等果树病毒病的种类及防治措施．  相似文献   

标准视域下职教师范生职业能力培养现状与对策          下载免费PDF全文

李若梅  陈冬冬  钟唯  李娅玲 《上海教育评估研究》2023,12(4):36-42

以S高校为例,对标《中等职业教育专业师范生教师职业能力标准（试行）》,调查分析专升本职教师范生职业能力现状和培养状况。结果表明,职教师资培养院校在培养过程中存在培养目标契合度不够、教师教育与学科专业教育课程割裂、跨界协作欠稳固、师资队伍双师素质缺乏等问题。因此,职教师资培养院校应以“三性”培养为主线,深化高本“三二分段”职教师资联合培养;以专业发展为导向,增强教师教育课程与学科专业教育课程的契合度;以实践技能为重点,构建稳固深层的跨界协作培养模式;以双师素质为基础,加强教师队伍专业素质能力建设。  相似文献   

The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot     

Qi Xia  Thomas K. F. Chiu  Ching Sing Chai  Kui Xie 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):967-986

The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of learning. The findings also revealed that current chatbot technologies may not benefit students with relatively lower levels of English proficiency. We suggest that teachers can use conversational chatbots for knowledge consolidation purposes, but not in SRL explorations.

Practitioner notes

What is already known about this topic

• Artificial intelligence (AI) technologies can potentially support students' self-regulated learning (SRL) of disciplinary knowledge through chatbots.
• Needs satisfaction in Self-determination theory (SDT) can explain the directive process required for SRL.
• Technical and disciplinary knowledge would affect SRL with technologies.

What this paper adds

• This study examines the mediating effects of needs satisfaction in SDT on the relationship between students' previous AI (technical) and English (disciplinary) knowledge and SRL, using an AI conversational chatbot.
• Students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot.
• Autonomy and competence were mediators, but relatedness was not.

Implications for practice and/or policy

• Teachers should use chatbots for knowledge consolidation rather than exploration.
• Teachers should support students' competence and autonomy, as these were found to be the factors that directly predicted SRL.
• School leaders and teacher educators should include the mediating effects of needs satisfaction in professional development programmes for digital education.

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公交站名播报显示与自动门控综合系统设计     

李宇腾  柴怡文  付瑞玲 《黄河科技大学学报》2022,24(5):52-56

  相似文献   

全民健身参与度的驱动路径研究——基于模糊集定性比较分析          下载免费PDF全文

祝良  黄亚玲 《体育科研》2023,(4):33-41

运用模糊集定性分析比较（fs/QCA）对我国31个省区市全民健身参与度的案例进行组态分析，旨在揭示全民健身参与度影响因素的复杂互动机制，并获得多重条件的联动适配方式，以寻求提供全民健身参与度的差异化驱动路径。研究发现：其一，政策扶持力度、场地供给能力和文娱类消费水平是提高我国全民健身参与度的核心动力，而健身指导水平和组织建设基础是助力全民健身参与度提高的辅助力量。其二，省区市高水平全民健身参与存在两条驱动路径：一是“政策扶持+经济支撑型”，由政策扶持力度和文娱类消费水平构成；二是“政策扶持+资源供给型”，由政策扶持力度、场地供给能力和健身指导水平（或全民健身组织建设基础）构成。其三，条件组态之间存在着潜在的替代关系。  相似文献