赫曼·赫茨伯格和他的《建筑学教程》丛书

本文介绍了当代著名结构主义建筑师赫茨伯格的生平、新近出版的其代表作《建筑学教程》丛书的主要内容、特点,并进一步分析、总结了赫茨伯格的建筑设计指导思想和建筑教育理念。     

网络环境下高职院校学生思想政治教育的创新刍议

本文将明确网络环境下高职院校学生思想政治教育进行创新的重要性和必要性，探究网络环境下高职院校学生思想政治教育面临的挑战，并提出一些在网络环境下高职院校学生思想政治教育进行创新的途径。     

Controlling the slides: Does clicking help adults learn?

When utilizing screen media as an educational platform, maintaining control over one's experience may lead to more successful learning outcomes. In the current work, adults learned four new action sequences, each via a different slideshow type. The computer advanced slides automatically, but each version had a different pausing mechanism: (1) free pause (viewers could click the mouse at any point to pause the show), (2) subgoal pause (show paused after subgoals, viewer clicked to continue), (3) timed pause (show paused every 20 slides, viewer clicked to continue), and (4) no pause (no viewer interaction). Participants completed a written memory test, live performance test, cognitive load measures, and satisfaction measures. Results indicated that memory recall was significantly lower in the no pause version when compared to the versions with pause capability. Also, over half of participants reported that the no pause version was their least favorite format to learn from. Conversely, over half of participants selected the free pause as their favorite slideshow format, and participants reported that they felt most in control of the free pause version. These reports occurred in spite of only one-quarter of all participants actually using the click-to-pause feature in the free pause slideshow. Perhaps the mindset of being in control, rather than the pausing itself, increased likeability of the program. This research has implications for program design and education, pointing to flexible pacing features being helpful in enhancing users' enjoyment of the program and ability to extract novel information.     

Gravitating towards mobile phone (GoToMP) during lecture periods by students: Why are they using it? and how can it be measured?

With the growing amount of research on the use of technology, especially the mobile phones, the paucity of research in the area of mobile phone use that focus on the reasons why students use their mobile phones during lecture periods is somewhat surprising. Findings from the previous studies have documented that students continue to use their mobile phones during lecture periods even in classes where its use is banned. Thus, the motives that determine students' continued intention to use their mobile phones during lecture periods becomes an important issue that deserves urgent attention from researchers and education policymakers. In the present investigation, we tried to fill this gap by examining the determinants of students' continuance use of mobile phones during lecture periods. To achieve this, three stages of instrument development (item generation, scale development, and instrument testing) were undertaken through two studies. The results of the exploratory and confirmatory factor analysis confirmed the existence of six dimensions in the proposed measurement instrument (which we referred to as gravitating towards mobile phone (GoToMP)); the dimensions are boredom, class-related use, social connection, emergency, addiction, and perceived behavioral control. The combined findings from the two studies reported here provide initial evidence that GoToMP exhibits excellent psychometric properties and can be used in future empirical research on mobile phone use behaviors of students.     

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N = 3081) in the category of games, 29 studies (N = 2553) in the category of games, and 27 studies (N = 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM = 0.77; REM = 0.51), simulations (FEM = 0.38; REM = 0.41), and virtual worlds (FEM = 0.36; REM = 0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction.     

90后学生特点与教育引导的策略研究

随着时代的发展,90后学生成为各高校的主力军。面对90后群体鲜明的个性特点,如何为90后学生提供有效的教育引导成为目前社会新的课题。本文分析了90后学生心理特征的特点及产生该特点的原因,从而提出了针对90后学生教育引导的对策。     

Predicting the Academic Performance of Construction Engineering Students by Teaching and Learning Approaches: Case Study

There are various teaching approaches that instructors may adopt in their quest to teach effectively, and students can choose from a range of learning approaches to help them achieve good grades. This study investigates the effectiveness of personal learning approaches adopted by undergraduates and the teaching approaches employed by instructors in the context of construction engineering courses. The research questions are as follows. (1)?What are the students’ learning approaches that lead to better academic achievement? (2)?What are the instructors’ teaching approaches that give rise to better academic achievement? The study also aims to construct a model to predict a student’s likely academic performance in a construction engineering course. The research design is a self-administered survey. Using a structured questionnaire consisting of questions relating to learning strategies and teaching approaches, data were collected from undergraduates who majored in construction engineering. Statistical analyses undertaken include Pearson correlation and multiple linear regression modeling. Pearson correlation analysis shows that both the Growing Teaching approach and the students’ Achieving Motive learning approach are significantly correlated with academic performance. A robust grade prediction model was developed, whereby a student’s grade in a construction engineering course may be predicted using one teaching approach (Growing Teaching) and three learning approaches (Achieving Motive, Achieving Strategy, and Deep Motive). To help students obtain higher grades in a construction engineering course, instructors should adopt the Growing Teaching approach, and students should adopt the Achieving Motive learning approach. Because students who adopt the Deep Motive learning approach are penalized with lower grades, it is recommended that instructors modify their teaching methods and approaches so that students do not take shortcuts in their learning without deeper regard for higher-order learning outcomes.     

浅谈中国传统经典文本吟诵对大学生人格的塑造

本文通过陈述当代大学生的思想、学习现状,分析面临的文化困境,旨在大学生思想教育方面提倡恢复传统经典文本吟诵。吟诵是我国优秀的非物质文化遗产,是一种学习的方法、教育的方法。让吟诵进入教育体系就是让悠久的传统礼乐文化,通过语言这个载体,进入精神的最深处,塑造高尚的人格,建设社会主义核心价值。     

Lessons Learned from a Design Competition for Structural Engineering Students: The Case of a Pedestrian Walkway at the Université de Sherbrooke

Competence in design is an engineering skill that can only be achieved with appropriate training and through accumulation of relevant experience. While in some fields of engineering there are numerous industry-oriented problems that can be investigated reasonably thoroughly, and for which the pinnacle of formation is attained when a team of university students builds a working prototype, there are unfortunately few genuinely realistic conceive-design-build-test (operate) opportunities in which structural engineering students can participate actively during their formative years. This stems from the very nature of structural engineering itself which, as in the case of most civil engineering designs, usually calls for a unique solution to a problem of relatively large scale. One way to provide a realistic and significant structural engineering design opportunity is through student design competitions. However, the conditions of success for such a competition depend on the appropriate coincidence of interest between program goals, commitment from the owner of the structure to be designed and eventually built, and support, both financial and technical, from professional or research organizations. This case study reports on a recent structural engineering student design competition for a pedestrian walkway in Sherbrooke, Canada. It highlights the key technical features of the competition, the organizational obstacles, and the professional benefits for the participants.     

关于职校生职业生涯设计教育的实践与研究

职业生涯是一个人一生的职业经历和发展道路。职业生涯设计是根据经济社会发展和个人发展需要,结合外部环境和本人实际,制定未来职业生涯的发展规划。本文探讨了如何对职校生进行职业生涯设计教育,给出了方法和结论。