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Revealing the whiteboard to blind students 普通类
Abstract Promoting the inclusion of students with disabilities in e-learning systems has brought many challenges for researchers and educators. The use of synchronous communication tools such as interactive whiteboards has been regarded as an obstacle for inclusive education. In this paper, we present the proposal of an inclusive approach to provide blind students with the possibility to participate in live learning sessions with whiteboard software. The approach is based on the provision of accessible textual descriptions by a live mediator. With the accessible descriptions, students are able to navigate through the elements and explore the content of the class using screen readers. The method used for this study consisted of the implementation of a software prototype within a virtual learning environment and a case study with the participation of a blind student in a live distance class. The results from the case study have shown that this approach can be very effective, and may be a starting point to provide blind students with resources they had previously been deprived from. The proof of concept implemented has shown that many further possibilities may be explored to enhance the interaction of blind users with educational content in whiteboards, and further pedagogical approaches can be investigated from this proposal.
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An application of fuzzy AHP 普通类
Although previous studies have identified various influences on course website effectiveness, the evaluation of the relative importance of these factors across different online learning experience groups has not been empirically determined. This study develops an evolution model that integrates triangular fuzzy numbers and analytic hierarchy process to develop a fuzzy evaluation model which prioritized the relative weights of course website quality factors. Firstly, this study conducts a review of the literature on course website quality to generate 16 sub-criteria along with four criteria used to measure course website quality. Secondly, a fuzzy AHP approach is adopted to determine the relative weights linking the above criteria between high and low online learning experience groups. The results indicated that there are some similarities and differences between high- and low-experience groups with regard to the evaluation of course website quality. The evaluation model and results can provide a valuable reference for system designers seeking to enhance course website effectiveness.
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Analyzing academic achievement 普通类
Abstract Rough set theory (RST) is an emerging technique used to deal with problems in data mining and knowledge acquisition. However, the RST approach has not been widely explored in the field of academic achievement. This investigation developed an improved RST (IMRST) model, which employs linear discriminant analysis to determine a reduct of RST, and analyzed the academic achievements of junior high school students in Taiwan. An interactive interface was created so that students could answer questions to predict their academic achievement and they could learn essential skills for improving their academic achievement. Empirical results showed that the IMRST model selects crucial information from data without predetermining factors and can provide accurate rates for inference rules. Hence, the developed IMRST model is a promising alternative for analyzing academic achievement data.
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The Digital Learning Classroom 普通类
This study presents the findings from the first-year evaluation of the Round Rock Independent School District’s (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners’ (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading. These grade levels and subjects were the primary focus of the project because students in grades 3 and 5 that do not pass the state’s standardized assessments in mathematics and reading cannot be promoted to the next grade level and therefore, these are “high stakes” tests for students. A second evaluation objective was to determine whether and the extent to which the Digital Learning Classroom could increase ELL students’ academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs). Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity thereby closing the achievement gap between ELL and regular students while increasing ELL student achievement. Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation are presented, as well as recommendations for future study of the Digital Learning Classroom in ELL classroom settings.
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Intelligent preference selection model 普通类
In order to evaluate student learning achievement, several aspects should be considered, such as exercises, examinations, and observations. Traditionally, such an evaluation calculates a final score using a weighted average method after awarding numerical scores, and then determines a grade according to a set of established crisp criteria. However, this approach lacks the potential to reflect the individual characteristics of a class compared to others. Several researches have used fuzzy techniques to devise practical methods for evaluating student learning achievement to ascertain linguistic terms that are usually used by teachers to assess student learning achievement. However, these approaches are largely based on expert opinions and require complicated computational processes. In this paper, we present a new method for evaluating student learning achievement using an adaptive ordered weighted averaging operator and K-nearest-neighbor classification method. The proposed method simulates the evaluation behavior of teachers when performing a student achievement evaluation based on a norm-referenced evaluation by identifying situations involving the application of intelligence and provides a useful means to award a reasonable grade to students. Furthermore, the proposed method provides a feedback mechanism to update the norm dataset. Therefore, the repetitious use of the feedback mechanism will gradually strengthen the representativeness of the norm dataset.
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Can students really multitask 普通类
Students often “multitask” with electronic media while doing schoolwork. We examined the effects of one form of media often used in such multitasking, instant messaging (IM). We predicted that students who engaged in IMing while reading a typical academic psychology passage online would take longer to read the passage and would perform more poorly on a test of comprehension of the passage. Participants were randomly assigned to one of three conditions (IM before reading, IM during reading, or no IM). We found that students took significantly longer to read the passage when they IMed during reading (not including time taken to IM) than in other conditions. However, test performance did not differ by condition. Students who are managing busy lives may think they are accomplishing more by multitasking, but our findings suggest they will actually need more time to achieve the same level of performance on an academic task.
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Differences between effective 普通类
Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study investigated the differences in self-assessment and task-selection processes between effective and ineffective learners (i.e., in terms of learning gains) studying in a learner-controlled instructional environment. Results indicated that although effective learners could more accurately assess their own performance than ineffective learners, they used the same task aspects to select learning tasks. For effective learners, who were also more accurate self-assessors, the self-assessment criteria predicted subsequent task selection. The results are discussed, particularly with regard to their potential to provide guidelines for the design of a self-assessment and task-selection training.
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Socioeconomic differences 普通类
The purpose of the study was to explore possible links between student socioeconomic status (SES), beliefs about information and communication technologies (ICTs), and out-of-school learning resources. Grades 5 and 6 students (N = 345) who were enrolled in one private and six public elementary schools in Greece, located in areas with different demographic characteristics, responded to a questionnaire addressing their ICT self-efficacy and value beliefs, out-of-school ICT access and activities, perceived parental support and regulation of home ICT activities, and access to sources of technological support beyond the family. Findings showed that students from all SES family backgrounds tended to have positive views about the value of ICTs, but students from low-SES families expressed lower confidence in their ICT skills. Parents from all SES backgrounds appeared to view equally favorably their children’s engagement with ICTs, and perceived parental support correlated highly with students’ ICT value beliefs. However, students from low-SES families appeared to have fewer opportunities to develop ICT competencies, which may explain why they expressed less positive self-efficacy beliefs. Findings stress the need for school ICT integration efforts to take into account student differences in prior experiences and to be coordinated with students’ home computer use.
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An investigation of student practices 普通类
This study investigated the online practices of students enrolled in graduate-level distance education courses. Using interviews and a questionnaire as data sources, the study sought to: (a) identify common practices that students adopt in asynchronous discussions, and (b) gain an understanding of why students adopt them. An analysis of the data suggests that many of the practices are coping mechanisms developed to help students more easily meet course participation requirements. Some of these are time saving strategies designed to reduce information overload (e.g., skimming messages rather than reading them carefully). Other strategies are designed to help students project an image of themselves as knowledgeable and collaborative course participants. It is argued that although these practices provide students with a level of efficiency in terms of meeting course requirements, they may inadvertently undermine learning.
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Using podcasts to support communication 普通类
The need for the integration of generic skills training into structured PhD programmes is widely accepted. However, effective integration of such training requires flexible delivery mechanisms which facilitate self-paced and independent learning. A video recording was made of an eminent speaker delivering a 1-h live presentation to a group of 15 first-year science and engineering PhD research students. The topic of the presentation was inter-disciplinary professional communication skills. Following the presentation, the video recording was post-processed into seven alternative podcast formats. These podcast formats included a typed transcription, a full audio recording, a full video recording, presentation slides with embedded speech etc. The choice of podcast formats was based on ease-of-production by a typical computer-literate academic and ease-of-use by a typical computer-literate student. At a subsequent session, the seven podcast formats were shown to the 15 students and a survey to assess their reactions to the various formats was carried out. The survey results (quantitative and qualitative) were analysed to provide useful insight into the student preferences in relation to podcast formats. The students expressed a clear preference for summary key-point slides with explanatory voice-over by the original speaker.