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��ͼ�������ߵľ��뼰������ 总被引：6，自引：0，他引：6
认为现代图书馆与读者发生着多种联系,而距离和距离感是造成与读者隔阂的重要因素。消除读者客观和主观上存在的距离是谋求图书情报事业发展的基本出发点和归宿 相似文献
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�й�������ѧ�������ס���������������ڿ� 总被引：14，自引：1，他引：13
利用引文分析方法,研究了文献计量学在中国的发展情况。在进行大量文献研究和引文分析的基础上,介绍了一批文献计量学研究与应用的核心论文、核心著者与核心期刊 相似文献
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提出隐性目集的概念，并通过列举某些检索系统中的隐性条目集，探讨如何利用它们进行综合型检索，提高检索效率或进行特殊的检索，最后探讨自综合型检索的方法 相似文献
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An indigenous and migrant critique of principles and innovation in education in Aotearoa/New Zealand
Mere K��pa Linit�� Manu��atu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):617-630
This paper questions notions of individualism underpinning technocratic approaches to education that marginalise indigenous and migrant peoples?? knowledges in tertiary education. Focusing on New Zealand (Aotearoa) with its colonial and immigrant history, its M??ori and Pacific Islander citizens, the authors ask whether education, as its process is being communicated there, leaves indigenous and migrant people vulnerable and marginalised in the dominant, English-speaking, New Zealand European (P??keh??) mainstream society. The question is whether education refers to capacity-building and strengthening the potential of marginalised students?? language and culture; or whether it is only geared towards sustaining English-language ascendancy and technical virtuosity. Taking on board the cultural heritage of Pacific Islanders (Pasifika) resident in New Zealand, a new teacher training diploma was introduced by the Auckland University of Technology in 2004. Both authors are involved in the panel meetings (Fono) where the papers presented during the diploma course are evaluated. 相似文献
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A further study of productive failure in mathematical problem solving: unpacking the design components 总被引：1，自引：0，他引：1
Manu Kapur 《Instructional Science》2011,39(4):561-579
This paper replicates and extends my earlier work on productive failure in mathematical problem solving (Kapur, doi:, 2009). One hundred and nine, seventh-grade mathematics students taught by the same teacher from a Singapore school experienced
one of three learning designs: (a) traditional lecture and practice (LP), (b) productive failure (PF), where they solved complex
problems in small groups without any instructional facilitation up until a teacher-led consolidation, or (c) facilitated complex
problem solving (FCPS), which was the same as the PF condition except that students received instructional facilitation throughout
their lessons. Despite seemingly failing in their collective and individual problem-solving efforts, PF students significantly
outperformed their counterparts in the other two conditions on both the well-structured and higher-order application problems
on the post-test, and demonstrated greater representation flexibility in working with graphical representations. The differences
between the FCPS and LP conditions did not reach significance. Findings and implications of productive failure for theory,
design of learning, and future research are discussed. 相似文献
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Zhou Shihu�� Chai Chunqing 《图书情报工作》1996,40(3):18-23
1General introduction The special libraries in the Chinese mainland have experienced 3development periods. 1From thebeginning of5 0 s to the end of70 s,all the special libraries focused on the collection development,in thatperiod relatively backward and limited library service were provided. 2 After the end of 70 s,computertechnology was introduced to the field which caused a large amount of bibliographic and secondary publicationdatabases'construction.That is to say,on the basis of the p… 相似文献
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Instructional Science - Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and... 相似文献
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A critical assumption made in Kapur’s (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction. 相似文献