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Barbara E. Moely Silvia S. Hart Linda Leal Kevin A. Santulli Nirmala Rao Terry Johnson Libby Burney Hamilton 《Child development》1992,63(3):653-672
The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children's performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children's memory skills is discussed. 相似文献
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Motivational Beliefs, Study Strategies, and Mathematics Attainment in High- and Low-Achieving Chinese Secondary School Students 总被引：1，自引：0，他引：1
In order to examine the relationship between cognitive and motivational variables and their relationship to mathematics attainment, Hong Kong-Chinese students enrolled in schools for high-, average-, and low-achievers completed questionnaires in Year 10 and in Year 11. Low-achievers perceived academic learning as being less useful over time and reported spending less time studying in Year 10 than in Year 11 but high- and low-achievers did not differ on their use of self-regulated learning strategies. Performance on the public examination in mathematics was predicted by prior achievement and Self-Concept of Mathematics Ability. Results underscore the importance of considering cultural beliefs systems and educational systems in models of academic motivation. Copyright 2000 Academic Press. 相似文献
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Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
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基于SLEUTH模型的沈阳-抚顺都市区城市规划 总被引：2，自引：0，他引：2
利用SLEUTH模型,在3种规划预案下研究沈阳-抚顺都市区城市规划。结果表明,低生态保护的城市增长预案导致了城市快速扩张和农田、林地等其他景观类型面积迅速减少.严格的生态保护规划预案虽然能很好地保持聚集的城市增长格局,减少对其他景观的侵占,但限制了城市增长速度,与区域经济发展现状相矛盾.如果扩散的城市增长格局能得到进一步的控制,适当生态保护的城市增长预案将是沈阳-抚顺都市区未来发展的推荐预案. 相似文献
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对体育教育专业室内理论课教学实习的研究 总被引：2，自引：0，他引：2
通过对当前体育教师教授理论课能力不足现状的原因分析 ,得出了充分利用教育实习的机会 ,重视理论课教学实践 ,对实习生将来胜任中学理论课教学具有重要意义的结论。同时 ,对如何上好室内理论课提出了个人见解 ,以供今后教育实习工作参考。 相似文献
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