Using computer generated images and text for the whole of an undergraduate course     

Ross Couper  John Kaye 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):116-122

Computer generated images are being used to provide text and diagrams for lectures. These images are then openly available to first year undergraduates in the Department of Mechanical Engineering and Manufacturing Systems at the University of Northumbria. A large lecture theatre is fitted with a computer-driven overhead projector and is used to display the files to over one hundred students. The image files and a text file commentary are provided, via automated routines on department computers, for students to copy onto their own discs.
The images are produced in a compressed and self displaying form, allowing all the material for the course to be contained on a single 1.4Mb floppy disc. All the material associated with these lectures is held on magnetic media.
This paper describes the method used, comments on some of the practical problems of using the method, and gives some of the student reaction to it.  相似文献   

Disentangling the Role of Domain-Specific Knowledge in Student Modeling     

Ruppert  John  Duncan  Ravit Golan  Chinn  Clark A. 《Research in Science Education》2019,49(3):921-948

Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling...  相似文献   

The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China     

Meng Deng  Sisi Wang  Wenjun Guan  Yan Wang 《International Journal of Inclusive Education》2017,21(4):416-427

The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and instruction; communication and cooperation; attitudes and beliefs; and reflection and development. The four-factor model was obtained with satisfactory reliability and validity. The validated questionnaire generated a theoretical understanding of inclusive education teachers’ competency in China. In addition, the findings of the study provided knowledge that will allow for the development of professional standards and teacher education programmes for inclusive education.  相似文献   

仰天山落叶阔叶杂木林群落研究——群落组成及结构   总被引：1，自引：2，他引：1  

李京东  李洪志  王锡华 《潍坊教育学院学报》2001,14(4):46-48

通过对仰天山落叶阔叶杂木林生态环境、种类组成、区系成份、群落结构、生活型等方面的研究 ,发现这是一片保持了暖温带典型森林特征的次生落叶阔叶杂木林 ,颇具研究和保护价值。  相似文献   

试析我国旅游饭店的分时度假     

王桂英  李忠宝 《锦州师范学院学报(哲学社会科学版)》2005,27(5):107-109

风靡世界的分时度假是旅游饭店推行的一种新的营销手段.通过对分时度假的概念及发展过程的介绍,分析了我国推行分时度假的可能性和必要性,并就我国旅游饭店推行分时度假提出了相应的对策.  相似文献   

太平洋群岛技术和职业教育与培训政策和规划综述(一)     

John Bartram 《职业技术教育》2007,(12):76-79

引言2001年,太平洋地区教育部长一致同意通过了"基础教育行动计划"。"行动计划"指出,发展合理的国家教育政策和规划框架是非常重要的。每个国家都应以合适的国际标准和资格为尺度,考虑建立一个覆盖基础教育、小学教育、中等教育、技术和职业教育与培  相似文献   

一道IMO试题的新证及推广     

王国平 《河北理科教学研究》2001,(3):65-65

题设a、b、c是正实数,且满足abc=1,求证: (a-1+1b)(b-1+1c)(c-1+1a)≤1 这是2000年第41届国际数学奥林匹克竞赛试题的第2题.本文给出新证并对原命题推广.  相似文献   

关于无理数的稠密性     

王晓 《绵阳师范学院学报》1997,(Z2)

文章给出无理数的稠密性的一个初等证明.  相似文献   

有奖储蓄中奖号码的计算机分析     

王国钧  戴洪坤 《湖州师范学院学报》1988,(6)

本文根据K.Pearson X~2的检验法,对中国工商银行浙江省分行1981年1月～1987年12月所有的由摇奖机摇出的有奖储蓄的中奖号码,利用电子计算机进行了统计分析.运算结果肯定了中国工商银行浙江省分行目前的摇奖方法是可靠的.也就是说,每个月在全省的某一地、市、县轮流用不同的摇奖机、不同的号珠,由不同的操作人员摇出中奖号码的方法,是行得通的.同时也指出,广大储户完全没有必要去择号购奖券,甚至买好以后再去调换所谓“中意的奖券,因为相对于信度10%而言,我们肯定了假设H:0～9这十个号珠中的每一个被摇奖机摇出的概率是相等的.”  相似文献   

The effects of college students’ positive thinking,learning motivation and self-regulation through a self-reflection intervention in Taiwan     

Hsin-Hui Wang  Hsiang-Ting Chen  Huann-Shyang Lin 《高等教育研究与发展》2017,36(1):201-216

This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students’ positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the experimental group (EG) which emphasized providing main lecture, role-play, self-reflection activity, group discussion and group work. Another 179 college students from two other courses were selected as a comparison group. This study showed that supportive, resourced discussion with peers and instructor, self-reflection activities and assignment as a facilitative agent improved the EG students’ positive thinking, learning motivation and self-regulation. In addition, three structural equation models revealed that positive thinking had a strong and direct relation to Taiwanese college students’ pretest learning motivation (β?=?.85) and self-regulation (β?=?.77); learning motivation had a strong and direct relation to students’ pretest positive thinking (β?=?.86) and self-regulation (β?=?.81); and self-regulation had a strong and direct relation to students’ pretest positive thinking (β?=?.83) and learning motivation (β?=?.86). Instructional implications and research recommendations are discussed.  相似文献