不同学习目标条件下学习时间分配的习惯性反应

采用眼动记录技术,探讨不同学习目标条件下词对位置对学习时间分配的影响。实验结果发现：在高学习目标条件下,词对位置对项目选择存在显著影响,对自定步调学习时间不存在显著影响;在低学习目标下,词对位置对项目选择和自定步调学习时间均不存在显著影响。表明议程驱动和习惯性反应是影响学习时间分配的两种认知机制,学习者会根据学习情境采用议程驱动或习惯性反应来有效地进行学习时间分配,以最小的努力实现学习目标。     

医学影像学高等教育的发展空间探讨

根据我国医学影像学高等教育的发展历史、现状和医学影像学的人才市场分析,论证了该专业存在的空间,就其今后的发展谈了自己的看法,以期对我国医学影像学教育提供参考.     

任务分析与教师的教学技能成长

本文结合笔者多年从事教师培训的经验,提出在我国课堂教学设计中需要引进并逐渐推广任务分析技术。其目的是引导教师学习现代学习论和教学论,使其教学行为受现代学习与教学心理学原理的支配,加快专业技能的成长。为此本文先介绍任务分析技术的起源与发展,然后论述任务分析对促进教师的教学技能成长的作用,最后用我们的教学研究结果对上述观点提供经验的支持。     

Vocational choice: A decision making perspective

We propose a model of vocational choice that can be used for analyzing and guiding the decision processes underlying career and job choices. Our model is based on research in behavioral decision making (BDM), in particular the choice goals framework developed by Bettman, Luce, and Payne (1998). The basic model involves two major processes. First, the selection of a decision strategy according to four choice goals: maximizing decision accuracy, minimizing cognitive effort, minimizing negative emotion, and maximizing justifiability of the decision. Second, the construction of situation-specific preferences, which can reflect irrelevant task and context factors such as the evaluation mode. This basic model is extended to account for social influences and the long decision time typical of most career and job decisions. We review research on vocational choice in light of this model, discuss normative implications for counseling, and outline a research agenda for studying vocational choice from a behavioral decision making perspective.     

21世纪新的医学目标与高等医学教育改革

面对21世纪社会发展和卫生保健系统的新困境,传统的医学目标遇到很多挑战,现代医学的目标已经形成新的目标.医学教育改革必须适应新的医学目标,以培养高素质医学人才.     

医学院校教学医院临床实践教学的现状与对策

国家赋予医学院校教学医院救死扶伤和教书育人的两个职能,它在现行医疗体制改革的情况下与病人的维权发生了激烈的碰撞,临床实践教学出现了滑坡现象.在分析了医学院校教学医院临床实践教学现状的基础上,作者试从制定相应法规,保障临床实践教学;践行行医准则,尊重病人权利等几个方面进行了阐述,以期保证医学院校教学医院临床实践教学的质量.     

医学哲学课堂教学效果的问卷调查与分析

运用问卷调查的方法对参加"医学哲学"公选课学习的99名学生进行调查,结果显示:通过教学,学生在中西医比较、医学文化、死亡观、疾病观的认识等方面收获较大;教师的学术声誉和教学内容等因素对学生的学习动机有较大的影响.     

Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.     

Using Syllogistics to Teach Metalogic

This article describes a specific pedagogical context for an advanced logic course and presents a strategy that might facilitate students’ transition from the object‐theoretical to the metatheoretical perspective on logic. The pedagogical context consists of philosophy students who in general have had little training in logic, except for a thorough introduction to syllogistics. The teaching strategy tries to exploit this knowledge of syllogistics, by emphasizing the analogies between ideas from metalogic and ideas from syllogistics, such as existential import, the distinction between contradictories and contraries, and the square of opposition. This strategy helps to improve students’ understanding of metalogic, because it allows the students to integrate these new ideas with their previously acquired knowledge of syllogistics.     

Teaching about Christianity: a configurative review of research in English schools

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.