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德语国家(德国、奥地利以及瑞士)普通教学论历史悠久,对整个教育学科的建立与发展意义重大。普通教学论作为系统性、普遍性的教学理论,强调自身理论的主体性、师生对话的意义建构、教师清晰的指导与管理、教学的反思性实践。新的时代背景下,德语国家普通教学论的发展既坚守传统,又积极转向,系统分析其优劣特质可以发现:相关理论一方面具有整体性、独特性、指导性、反思性、规范性等特征;另一方面也面临着诸如学科地位下滑、缺乏实证研究支撑、自身理论发展缓慢、缺乏课程研究支持等问题。为应对信息技术时代学校教育的异质性、融合教育、移民教育、健康教育、数字化教育等新兴教学情境,相关研究呈现出新的发展趋势,转向"技术支持下团队合作"、"多主体协同建构"、"制定数字化教学新标准"。 相似文献
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Hilbert Sven Bruckmaier Georg Binder Karin Krauss Stefan Bühner Markus 《European Journal of Psychology of Education - EJPE》2019,34(3):665-683
European Journal of Psychology of Education - In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and... 相似文献
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One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies can be taught (e.g., troubleshooting, mathematical proving). Is learning by such examples also effective, and do the same instructional design principles apply? We discuss the main findings of an own research program and of related studies that addressed such questions. We found that CLT’s basic design principles also hold true for heuristic domains: Reduce extraneous load by employing examples, maximize germane load by fostering self-explanations, prevent cognitive overload by pretraining in the case of difficult learning materials, and by focusing attention on the most relevant aspects. Other typical CLT assumptions (e.g., better provide information for novice learners) were not confirmed in its generality. The present findings extend the applicability of CLT but also identify some potentially too simplistic assumptions. 相似文献
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Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
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Moritz Heene Sven Hilbert H. Harald Freudenthaler Markus Bühner 《Structural equation modeling》2013,20(1):36-50
This simulation study investigated the sensitivity of commonly used cutoff values for global-model-fit indexes, with regard to different degrees of violations of the assumption of uncorrelated errors in confirmatory factor analysis. It is shown that the global-model-fit indexes fell short in identifying weak to strong model misspecifications under both different degrees of correlated error terms, and various simulation conditions. On the basis of an example misspecification search, it is argued that global model testing must be supplemented by this procedure. Implications for the use of structural equation modeling are discussed. 相似文献
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Forty‐three subjects aged 50 and over were tested on a Sternberg recognition‐memory task to explore the relative effects of depression and altered brain function on short‐term memory in later life. Organic, depressed, and control subgroups were compared on accuracy and speed of response. Speed‐of‐memory scanning was differentiated from other speed‐of‐response components; separate estimates of memory efficiency and subjective response criteria were calculated from accuracy data by signal‐detection methods. Organic subjects performed much less accurately and quickly than others, showing great variability of response speeds. Depressed subjects performed less accurately and quickly than controls, particularly on negative trials, but did not differ in rate of memory scanning. Depression was associated with poorer memory efficiency and laxer response criteria (greater tolerance for false‐positive errors). Slower and less accurate responding was also associated with a poorer educational background. Many performance differences were best accounted for by the additive effects of depression and educational background, rather than by either variable individually. The association of laxer criteria with depression alone, however, was discussed in terms of a possible acquiescent response bias in depression. 相似文献
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The purpose of this study was to describe the characteristics and findings of an early literacy intervention program implemented to facilitate the development of critical emergent literacy skills among children identified as low-income and at-risk in the context of collaborative, pre-kindergarten/Head Start classrooms. Using data from a sample of pre-Kindergartners (n = 154), the intervention reveals the effectiveness of early literacy intervention in the areas of vocabulary, phonological awareness, and print knowledge. The study suggests the possibility of preventing literacy delays and referrals for specialized, special education services for young children through early intervention at the preschool level. 相似文献
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The digital divide is conventionally measured in terms of information and communication technology (ICT) equipment diffusion, which comes down to counting the number of computers or phones, among other devices. This article fine-tunes these approximations by estimating the amount of digital information that is stored, communicated, and computed by these devices. The installed stock of ICT equipment in the consumer segment is multiplied with its corresponding technological performance, resulting in the “installed technological capacity” for storage (in bits), bandwidth (in bits per second), and computational power (in computations per second). This leads to new insights. Despite the rapidly decreasing digital equipment divide, there is an increasing gap in terms of information-processing capacity. It is shown that in 1996 the average inhabitant of the industrialized countries of the Organization for Economic Cooperation and Development (OECD) had a capacity of 49 kibps more than its counterpart from Latin America and the Caribbean. Ten years later, this gap widened to 577 kibps per inhabitant. This innovative approach toward the quantification of the digital divide leads to numerous new challenges for the research agenda. 相似文献