Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

The present research meta‐analytically examined the effects of preparing‐to‐teach and subsequent teaching (relative to mere studying without teaching expectancy) on the acquisition of domain knowledge. The synthesis of 28 studies indicated that the estimated effect sizes (Hedges' gs) were 0.35 for preparing‐to‐teach and 0.56 for teaching with preparing‐to‐teach. Both preparing‐to‐teach and teaching with preparing‐to‐teach were effective in promoting deep learning (as well as surface learning) and even after a delay. The learning benefits of teaching with preparing‐to‐teach were larger when students expected and engaged in an interactive teaching activity than when they expected and engaged in a non‐interactive teaching activity. The mere expectation of interactive teaching also produced larger learning effects than the expectation of non‐interactive teaching. These results suggest that preparing‐to‐teach and teaching, interactive teaching after preparing to do so in particular, are useful for enhancing learning.     

Evaluating scientific research: Belief,hindsight bias,ethics, and research evaluation

Students may exhibit two forms of cognitive biases, belief and hindsight bias, in evaluating a scientific experiment. Counter to disagreement, they may only believe an outcome that agrees with their belief to be more predictable in hindsight than foresight. The focus of this research is on the relationship between these biases. Students were queried about their dichotomous beliefs (learned vs. genetic) about behavior for an animal experiment and then assigned randomly to a no‐outcome or genetic outcome condition. With agreement between students' belief and outcome, the findings revealed hindsight bias (foreseeability) supported by the outcomes for surprise, disappointment, ethics, and research evaluation. With disagreement, hindsight bias was trumped along with perceiving the experiment as being less ethical and scientifically sound. Regardless of the outcome, students seem to adhere to their beliefs. Hence, students may believe that the outcome is inconsequential because it is obvious or contrary to their beliefs.     

小学教师对学生注意问题的知觉准确性研究

本研究以24名小学教师和98名小学生为研究对象,采用访谈法与测验法探讨了小学教师对学生注意问题的知觉准确性及其影响因素。结果表明:(1)从总体上看,小学教师对学生注意问题的知觉有着较高的准确性;(2)小学教师对学生注意问题的知觉准确性水平随教龄和职称的增高而呈下降趋势;(3)小学教师对学生注意问题的知觉准确性水平与其条件性知识掌握情况表现正相关;(4)小学教师对学生注意问题的知觉准确性与其所教年级无关。     

超微病理学内容中的辩证关系浅析

超微病理学是研究组织细胞超微结构、病理改变以及相关的功能的基础医学学科,专业性较强,内容庞杂。本文就结构与功能、普遍性与特殊性、平面与立体、局部与整体、量变与质变等多层面,揭示超微病理学内的辩证关系,对超微病理学及其相关学科的教学与研究提供思路。     

Effects of teacher greetings on student on-task behavior

A multiple baseline design across participants was used to determine how teacher greetings affected on-task behavior of 3 middle school students with problem behaviors. Momentary time sampling was used to measure on-task behavior during the first 10 min of class. Teacher greetings produced increases in students' on-task behavior from a mean of 45% in baseline to a mean of 72% during the intervention phase. Teacher greetings represent an antecedent manipulation that can easily be implemented in classrooms to improve students' on-task behavior.     

心理史学的发展对心理学史教学与研究的启示

心理史学的发展给心理学史的教学与研究带来如下启示:心理学史专业工作者应加强史学修养,明确自己的史学研究立场和原则;心理学史不只是心理学的学科发展史,也是人类社会历史发展的缩影;从拒绝到接受精神分析作为一种史学研究方法的态度转变,蕴涵着当代人文社科研究发展的趋势和走向。     

Pandora: A Reasoning Toolbox using Natural Deduction Style

Pandora is a tool for supporting the learning of first ordernatural deduction. It includes a help window, an interactivecontext sensitive tutorial known as the "e-tutor" and facilitiesto save, reload and export to LATEX. Every attempt to applya natural deduction rule is met with either success or a helpfulerror message, providing the student with instant feedback.Detailed electronic logs of student usage are recorded for evaluationpurposes. This paper describes the basic functionality, thee-tutor, our experiences of using the tool in teaching and ourfuture plans.     

虚拟团队学习效能研究:社会认知因素的影响

本研究采用现场研究的方法,对21个虚拟团队学习的效能进行了实证研究。研究对社会认知因素中的效能感和目标取向对虚拟团队学习效能(技能改变、工作任务和团队健康水平)的影响进行了研究,并探讨了对虚拟团队的态度在中间所起的作用。研究发现,虚拟团队效能感和学习取向对虚拟团队的学习效能产生作用,而对虚拟团队学习的态度、团队信任对虚拟团队学习的效能起着中介或直接的作用。     

The effects of behavioral skills training on staff implementation of discrete-trial teaching

A behavioral skills training package was used to train 3 teachers to correctly implement discrete-trial teaching. The mean baseline proportion of possible correct teaching responses for Teachers 1, 2, and 3 increased from 43%, 49%, and 43%, respectively, during baseline to 97%, 98%, and 99%, respectively, following training. These data indicate that the training package consisting of instructions, feedback, rehearsal, and modeling produced rapid and large improvements in the teachers' implementation of discrete-trial teaching.     

西医院校中医学教学远期效果的强化途径

根据教学认知结构理论,突出"学科结构"教学,引导学生将所学的知识按照知识结构的形式构建个人的认知结构,有助于今后信息的检索和提取从而获得长期记一忆.突出"医疗特色"教学,使学生明晰中医理论发生发展的脉络本质,并与其它医学相比较凸显中医特色.使学生不仅对中医产生正确的认知和情感,而且记忆长久,从而使教学远期效果的实现成为可能.