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Applying adaptive swarm intelligence 普通类
One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL) environment based on a swarm intelligence system (SIS) that structures opportunities for effective collaboration and learning in a dynamic way. The results of our experiments indicate that: (1) the self-organizing behavior of SIS is positively associated with system appropriation; (2) the multi-agent-based mechanism of SIS is positively associated with system appropriation; (3) the cohesive capability of SIS is positively associated with system appropriation; and (4) the learner’s tendency toward system appropriation is positively associated with learning effectiveness. Our findings also show that learners in an ASCL environment outperform their counterparts in a general web-based learning (GWL) environment. We conclude that different types of technological support can influence the achievement in a web-based learning environment.
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Not just fun but serious strategies 普通类
The purpose of this study is to explore the effects of the meta-cognitive strategies on the academic and gaming achievements. Exploring the effects of those achievements on the social problem solving of students is also of interest. For this purpose, the MMORPG Gersang was used. The participants, consisting of ninth graders, played the game until they all reached the third level to ensure that they have the same gaming ability prior to gaming for the study. Three meta-cognitive strategies were developed: self-recording, modeling and thinking aloud. Those strategies are specially related to gaming activities and applied in pre-gaming activities, gaming activities, and post-gaming activities. Three meta-cognitive strategies were set as independent variables. The social problem solving ability was set as a mediating variable, and academic achievement and scores in the game were chosen as dependent variables. The path between meta-cognitive strategies and both academic achievement and game performance by mediating social problem solving abilities were discovered. The social problem solving ability, which is the mediating variable, affects the academic achievement and the game performance very strongly. These results imply that a commercial game playing in conjunction with meta-cognitive strategies can be an effective way to increase students’ performance both in learning and gaming by keeping them involved. Talking and observation activities such as thinking aloud and modeling are more effective than writing activities in enhancing the students’ achievements both in learning and gaming.
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The role of social presence 普通类
This study aimed to clarify the relationship between media, learners’ perception of social presence, and output in communicative learning using synchronous computer-mediated communication (SCMC). In this study, we developed four types of SCMC: videoconferencing (image and voice), audioconferencing (voice but no image), text chat with image (image but no voice), and plain text chat (no image and no voice). Each system allows learners to be conscious of and utter a target formulaic expression. I investigated the effect of each system on psychological perception and productive output as well as the relationship between perception and output. The results show that image and voice promote consciousness of natural communication and relief, while a text-mediated system enhances confidence in grammatical accuracy. In order to clarify the relationship between media, affective side, and output, path analysis was conducted using SPSS Amos 7.0. The results indicated that voice communication strongly affects both learners’ affective side and output. The existence of a partner’s image enhances the consciousness of natural communication, which leads to a number of self-corrections, an aspect of learning performance. However, voice communication has a negative effect on confidence in grammatical accuracy.
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Courseware development for semiconductor 普通类
This study reports on the development of ESP (English for specific purposes) courseware for semiconductor technology and its integration as a “silent partner” into instruction. This kind of team-teaching could help overcome current problems encountered in developing ESP in Taiwan. The content of the material under discussion includes general knowledge about fundamental theories, process technologies and applications within the semiconductor industry. In the design of the whole courseware, five skills for learning English (listening, speaking, reading, writing, and translation) have been considered and a 3D multimedia technique has been used to promote learning interest, student engagement, and efficiency. The design of the courseware endeavors to mainly follow principles by [Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press]. Students report they have benefited from the courseware implementation. Initial evaluations suggest that students are satisfied with practices for learning professional knowledge and English skills provided by the courseware. They report that the multimedia-assisted environment of the courseware promotes learning effectiveness. Students with higher achievement on the posttest showed better participation and motivation, made greater use of the multimedia and had a better understanding of the English content so that they are more competent to function in a professional and learner-centered ESP course using the courseware.
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Examining high-school students’ preferences 普通类
The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders participated in the study. Three questionnaires were developed to assess these affective characteristics. An online test and the flow-map technique were employed to probe concept achievements that indicated the learning outcome. Descriptive statistics, t-tests, correlation and regression analyses were conducted to present trends and relations among variables. It was found that participants of the study who mostly had not developed sophisticated epistemological beliefs displayed only moderate preferences toward explorative and interactive web-based learning environments, and they seemed to be conservative about the effectiveness of the new type of learning. According to the flow-map technique, the serial form of concept achievements was the main product of concept learning in the explorative web-based environments defined in the study. Regression analyses indicated that while preferences toward inquiry-based instructional designs and outward interactions, and the simple form of personal epistemology predicted concept achievements, beliefs about effectiveness of web-based learning resulted in a negative impact on concept learning.
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Information retention from PowerPoint™ 普通类
The benefit of PowerPoint™ is continuously debated, but both supporters and detractors have insufficient empirical evidence. Its use in university lectures has influenced investigations of PowerPoint’s effects on student performance (e.g., overall quiz/exam scores) in comparison to lectures based on overhead projectors, traditional lectures (e.g., “chalk-and-talk”), and online lectures. Thus far, comparisons of overall exam scores have yielded mixed results. The present study decomposes overall quiz scores into auditory, graphic, and alphanumeric scores to reveal new insights into effects of PowerPoint presentations on student performance. Analyses considered retention of lecture information presented to students without the presence of PowerPoint (i.e., traditional lecture), auditory information in the presence of PowerPoint, and visual (i.e., graphic and alphanumeric) information displayed on PowerPoint slides. Data were collected from 62 students via quiz and questionnaire. Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations.
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The timing of online lecture slide availability 普通类
The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) × 2 (course type) between-subjects design, the present study examined lecture slide availability differences in attendance, participation, and exam performance in two courses – Research Methods and Cognitive Development – taught in both the Fall and Winter semesters. For each type of course, lecture slides were made available on the course website before lecture in one semester and after lecture in the other semester. Course material was held constant across semesters. Results showed that mean attendance was higher when slides were available before lecture, but only for the type of course that did not include attendance points as part of students’ final grades. For students who participated in class, participation was more frequent when slides were available before lecture. No significant difference in exam performance was found between lecture slide availability conditions, however. These findings suggest that making lecture slides available to students before lecture may lead to better overall attendance and participation, but exam performance is determined by more than just whether or not students have lecture slides available for their note-taking.
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Using online annotations to support 普通类
Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.
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Empirical user studies inform the design 普通类
The research presented in this paper reaches towards a better theoretical understanding of how students in higher education currently take notes, how this process is evolving in the digital age to include information assimilation, and the kinds of support students need to be successful with their changing academic tasks. To gain insight into these questions, we triangulated three major and distinct user studies. First we interviewed 70 university students from various disciplines across campus, and we administered questionnaires to these same students, receiving back a total of 68. Our second study was based on participant observation whereby we “shadowed” 32 university students for 2–3 h each as they went about their normal academic business around campus. Lastly, we conducted a broader-based questionnaire with 280 students from a wider campus demographic than our first survey. We sought a diverse population for our research, and were able to include students from the disciplines of Business, English, Computer Science, Chemistry, Psychology, Pharmacy and Biology in one or more of the studies. We discovered how closely students are connected to technology and how they are adapting to changing expectations, current issues they have completing their academic tasks, how they view traditional notetaking versus electronic notetaking, and evidence that they are engaging more and more in the process of information assimilation. From these results, we conclude that students in higher education might accomplish certain tasks more effectively and efficiently with a well-designed software system that provides access to a centralized set of notes from different locations on campus and beyond. After identifying functional requirements for the system we envision, we preview our initial low-fidelity prototypes, and discuss feedback we gathered on these designs from a set of user focus groups.
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Exploration of an e-learning model 普通类
We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. Both the procedural facilitation of the discussion and the instrument for content analysis were based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. Furthermore, we explored the experiences of the students and moderators by interviewing them and we organised their perceptions using the framework of an activity system. On the basis of the quantitative and qualitative data we conclude that the e-learning model was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions.