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Tatjana Bayerová 《文物保护研究》2018,63(3):171-188
The technical study of wall paintings from the Buddhist temple complex at Nako, Western Himalayas, was one of the basic preconditions required for designing an appropriate conservation strategy. The complex, composed of four temples from the eleventh–twelfth century, offered a unique possibility to carry out a comprehensive research of technology and painting materials used in early and later western Tibetan Buddhist wall paintings as well as a comparative assessment with murals from other sites in the Western Himalayas. The study was based on extensive fieldwork and an integrated analytical approach comprising a wide range of non-destructive and micro-destructive methods. Answering the question of the coevality of paintings in the smaller temples with other original murals, the precise characterisation of binding media, the detection of the yellow dye gamboge and natural minerals posnjakite and brochantite identified for the first time in Himalayan murals, the clarification of technology of metal decoration, and the making of raised elements are some of the most exciting results which emerged from the research. 相似文献
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Blaise Pierrehumbert Tatjana Ramstein Athanassia Karmaniola Olivier Halfon 《European Journal of Psychology of Education - EJPE》1996,11(2):201-214
The possible implications of the experience of non parental care on cognitive development and on behaviour problems are considered in interaction with individual and contextual variables. A sample of 47 Swiss children who experienced varying kinds of care arrangements were studied longitudinally between 1 and 5 years of age. The effects of the experience of care were related to mothers’ reports of behavioral problems (CBCL, with subscales of internalizing and of externalizing problems) at age 5, and to cognitive developmental quotients (at 1, 2 and 5 years). Several variables were considered for their potential interaction with the experience of care, such as the pattern of attachment to the mother (observed at 21 months of age in the “Strange Situation”), characteristics of the experience of care (duration and type of care), its quality (relationship with non parental caregivers), the socio-economic status of the family, etc. The effect of non parental care on behaviour problems (5 years) happened to be mediated by the the pattern of attachment to the mother: insecurely attached children had some risk to be reported as having externalizing problems, but this didn’t occur when they had an extended experience of non parental care, and when non parental care was mainly family-based. The effect of non parental care on cognitive development was mediated by the quality of care: children with a positive contact with the caregivers had greater cognitive gains between 2 and 5 years; the relationship with the care-givers itself was influenced by the quality of the relationship with the mother. The limited size and origin of the sample restricts generalization, however these data might contribute to the notion that non parental care can have varying effects depending of the type of care, the quality of the relation with the caregivers, the age and personal traits of the child. 相似文献
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Rolf Ploetzner Benjamin Fillisch Patrick-André Gewald Tatjana Ruf 《Interactive Learning Environments》2016,24(7):1610-1628
In two studies, we investigated how learning strategies can support learning from multimedia. In the first study, 112 students learned from a web-based learning environment. On the basis of a strategy, one group of students took typewritten notes. The second group of students wrote a summary. Producing typewritten notes did not benefit learning any more than writing a summary. In the second study, 100 students learned the same subject matter from print. On the basis of a strategy, the first group produced written notes, the second group highlighted, wrote notes, and produced sketches. The third group wrote a summary. The students who highlighted, wrote notes, and produced sketches outperformed the other students. The students who produced written notes only did not learn more successfully than those who wrote a summary. The results suggest that externalizations in general and sketches in particular may play an important role in multimedia learning. 相似文献
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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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The conceptions of what constitutes nursing competence and how such competence is taught and learned are changing, due to rapid changes in in the health sector. Nurse teachers’ competencies for providing high-quality, up-to-date nursing education, are developing accordingly. This paper reviews the existing research on nurse teachers’ competencies and addresses how this research identifies, describes, and conceptualizes these competencies. A rigorous search, retrieval and appraisal process identified 25 relevant studies for inclusion in the review. A thematic synthesis was applied to the findings of the studies and subsequent themes were synthesized. The thematic synthesis of the empirical evidence resulted in the five broad themes: academic, nursing, and pedagogical competencies; attitudes; management and digital technology. However, these separate elements appeared to be highly integrated. Hence, this paper indicates that nurse teachers’ competencies may be assessed using a holistic approach, which could bring together the disparate attributes required for successful professional performance in specific situations. 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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After the re-establishment of independent Estonian statehood in 1991, Russian lost its privileges as the dominant and official language in Estonia, and Estonian continued as the only official language. This paper attempts to map the position of a Russian-speaking teacher within the sociological categories of power and language, based on the analysis of legislative acts and strategic documents within the domain of language policy and language legitimization practices in historical retrospective. The main focus of the study stresses an attempt to elaborate on to what extent the low self-efficacy of Russian-speaking teachers as the agents of legitimization of the Estonian language in Russian-speaking schools, and their low position in power relations within the Estonian education system, can be explained in the categories of power and language, as conceptualized on the basis of the social theory of Bourdieu. 相似文献
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