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Equal opportunity tactic 普通类
Competition, despite its potential drawbacks, is an easily adopted and frequently used motivator in classrooms. Individual abilities, in the years of schooling, are inevitably different, and performance in competition is heavily ability dependent, resulting that more-able students always win while less-able students always lose. Students easily perceive how well they perform through the result of competition, which is termed as perceived performance in this paper. Consistently demonstrating lower perceived performance than their peers, the less-able students feel discouraged and frustrated, hardly having the same opportunity for owning the sense of achievement as the more-able students. In this study, the authors designed a computerized mechanism, equal opportunity tactic, to lessen the difference in perceived performance between more-able and less-able students. Equal opportunity tactic is incorporated into a version of a competitive learning game called AnswerMatching, in which every student is assigned an opponent with similar ability. An experiment was also conducted to preliminarily investigate the effectiveness and effects of the tactic. Results showed that equal opportunity tactic could reduce the effect of individual ability difference on the perceived performance as well as the belief about how well students could achieve. In other words, less-able students could have similar opportunity of success and build confidence similar to more-able students in a competition.
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Effectiveness of a Virtual Laboratory 普通类
Many have argued that interactive 3D virtual environments have great educational potential due to their ability to engage learners in the exploration, construction and manipulation of virtual objects, structures and metaphorical representations of ideas. Although learning benefits have been demonstrated in research settings, and substantial usage has occurred in workplace training contexts, there are few published evaluations of applications of such environments within university contexts. This article reports on studies exploring the effectiveness of a virtual environment based on a chemistry laboratory as a tool to prepare university chemistry students studying at a distance for their on-campus residential schools, in response to evidence suggesting that many of these students experienced a lack of confidence and a sense of anxiety approaching these sessions. In an experimental study it was found that the environment was able to be effective as a tool for familiarising students with the laboratory. However, when the resource was provided to distance students, less than half of the students chose to use it, possibly due to the fact that use of the resource was not required for the assessment in the subject. Questionnaire and interview data suggested that most of those who used the resource found that it was a valuable preparatory tool and would recommend its further use. For many students, however, a lack of familiarity with the laboratory was not seen as the major source of their anxiety and therefore a resource allowing them to become familiar with the laboratory did not have a major impact on their learning experience. Given that the ability to apply mathematical techniques and chemistry concepts within the practical sessions emerged as a major source of students’ anxiety, it is suggested that the incorporation of instruction or scaffolding for these aspects of the task can be provided, and would make a valuable enhancement to the virtual environment.
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presentation of cultural heritage 普通类
The question of how to present cultural heritage resources in a way that attracts potential users is becoming important in our ever-changing world. This paper describes MOSAICA system – a web 2.0-based toolbox, dedicated for the preservation and presentation of cultural heritage. This paper also describes an evaluation study that examined MOSAICA system’s usability and social impact. Online questionnaires and semi-structured interviews were administered among users from Israel, France, and Poland. Findings indicated positive views related to MOSAICA’s usage in terms of knowledge gain, ease of use, and attractiveness. Findings also indicated that learning about the stories, customs, and traditions of diverse cultures, via hypertext narratives, may enhance positive dispositions toward open-mindedness, in general, and non-judgmental views, in specific. MOSAICA system provides a generic framework for users, of any culture and religion, to actively engage in preserving their heritage via activities such as investigation, exploration, and storytelling.
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Applying Web usage mining for personalizing 普通类
Nowadays, the application of Web mining techniques in e-learning and Web-based adaptive educational systems is increasing exponentially. In this paper, we propose an advanced architecture for a personalization system to facilitate Web mining. A specific Web mining tool is developed and a recommender engine is integrated into the AHA! system in order to help the instructor to carry out the whole Web mining process. Our objective is to be able to recommend to a student the most appropriate links/Web pages within the AHA! system to visit next. Several experiments are carried out with real data provided by Eindhoven University of Technology students in order to test both the architecture proposed and the algorithms used. Finally, we have also described the meaning of several recommendations, starting from the rules discovered by the Web mining algorithms.
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A review of the literature 普通类
Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.
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Course ontology-based user’s knowledge 普通类
User’s knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user’s knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an interactive question-answering process. The association space is proposed to record and formalize the historical interactive information which is used to compute user’s knowledge requirement. The second approach is based on user’s reading behavior logs in the process of reading e-documents. User’s reading actions including underline, highlight, circle, annotation and bookmark, are used to compute user’s knowledge requirement. Two experiments are conducted to implement the two proposed approaches and acquire the user’s knowledge requirement. The evaluation results show that the user models computed by two approaches are consistent and can reflect user’s real knowledge requirements accurately.
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Investigating readers’ mental maps 普通类
Abstract Referential identification and resolution are considered the keys to help readers grasp the main idea of a text and solve lexical ambiguities. The goal of this study is to design a computer system for helping college students who learn English as a Foreign Language (EFL) develop mental maps of referential identification and resolution in reading. Four modules, Natural Language Processing (NLP), User Interface, Recording, and Feedback Tool, are implemented in the system. Results of this study showed that the more-proficient EFL readers were able to identify and resolve most of the references to form a coherent mental map from different parts of a text. The less-proficient readers commonly resolved references by relying on grammatical rules instead of semantic contextual clues. They often referred references to incorrect objects. To overcome the difficulties in figuring out the relationship between two words, the less-proficient readers usually asked for more feedbacks. As students progressed in reading, they requested fewer feedbacks in the online system. Some recommendations for future studies are discussed.
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A critical evaluation by language teachers 普通类
This article presents a critical comparison of the usefulness and practicality of six CMC video chat tools (CUworld, ICQ, MSN Messenger, Paltalk, Skype, and Yahoo Messenger) from the perspective of language teaching professionals. This comparison is based on the results of a semester-long project between graduate students at an American university and their counterparts at a university in Turkey. The language teachers were asked to pair up with a partner in the collaborating university to test and then evaluate each of these tools via video chat tool evaluation sheets. They also completed an overall evaluation sheet commenting on CMC tools in general and ranking the video chat tools in terms of their potential as language teaching tools and their usability for personal communication purposes. The qualitative and quantitative analyses of the evaluation sheets indicate a clear preference for MSN Messenger and Skype while placing CUworld and Paltalk at the bottom of the list. The article also provides pedagogical implications and applications for using tools for language teaching purposes.
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The interactive use of a video database 普通类
This study explores how pre-service student teachers acquired knowledge of good teaching practices through the interactive use of a video database and an online discussion forum, where the student teachers shared their teaching videos and received comments or suggestions from members of a learning community. A small group of student teachers was involved in this collaborative learning community during their teaching practicum in their third and fourth years of study. Content analysis of the sharing in the discussion forum and individual student teacher reflections provides insight into the use of a collaborative learning community to create a knowledge base for teaching. Suggestions regarding how this new technology can support teacher education are discussed.
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web-based learning systems 普通类
For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor adoption of web-based learning systems by incorporating existing literature and multiple empirically verified theories, including the technology acceptance model and DeLone and McLean’s information system success model. Survey data collected from 268 university instructors were examined using structural equation modeling to verify the proposed theoretical model. The research results further illuminate the factors that explain and predict the instructor adoption of web-based learning systems. Implications of this study are also discussed.