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简介:Inliterature,studentengagementwasdiscussedintermsofbehavioralengagement,cognitiveengagement,andmotivationalengagement.Ifstudentsareengaged,theydemonstratetheireffort,persistence,andinstrumentalhelp-seekingbehaviors.Thepurposeofthisstudywastogainadeeperunderstandingofthecollaborativelearningthatinfluenceorcontributetoengagementinlearningamongeducationstudents.Aqualitativedescriptiveapproachwasadoptedtoexploretheperceptionsofengagementamongtheselectededucationstudents.Inthestudy,semi-structuredinterviewswereconducted.Usingthematicanalysistechniques,thetranscribedinterviewdatawerecoded,categorized,andanalyzed.Theywereputintofivemajorthemes:(a)effortandcommitment;(b)teachingstrategiesused;(c)interestenhancement;(d)positiveimpacts;and(e)positiveattitudes.Thisstudyfoundoutthattheeducationstudents’engagementinteaching,learningEnglishcouldbeenhancedthroughcollaborativelearning,andtheirdivergenceinengagementcanbetopicsforfurtherresearch.
简介:“Menandwomenalmostseemtobefromdifferentplanets,speakingdifferentlanguagesandneedingdifferentnourishment.”(JohnGray2004)RememberthatthetitleofJohnGray’sbook,MenArefromMars,WomenArefromVenusisametaphororconceit-wedon’treallycomefromdifferentplanets.Thoughmenandwomenshareacommonsocialspaceorenvironment,theyaredifferentinmanyaspects.Genderdifferenceisoneoftheimportantfactorswhichaffectlanguagelearning.Formanyyears,EnglishteachershavesuchkindoffeelingthatgirlsarebetterthanboysinEnglishstudy.
简介:Contextisacomplexelementaroundlanguageteachingandlearningsincetheapplicationoflanguageisalwaysinfluencedbythecontext.Itiswellknownthatthesamesentenceindifferentcontextsmayhavequitedifferentmeanings,sotocorrectlyunderstandwhatotherssaid,contextmattersalot.Contextiscertainlyseenasacoreintheorganisationoflanguagesothatplentyofresearchersdevotetotheresearchofcontextinlanguage.Malinowski(1923)putsforwardstheconceptionof‘context’anddividesthecontextintosituationandpractice.Afterwards,DurantiandGodwin(1992)definedthecontextas‘anframethatsurroundstheeventbeingexaminedandprovidesresourcesforitsappropriateinterpretation’anddetailedthecontexttobecomesetting,behaviouralenvironment,languageascontextandextra-situationalcontext.Thisisamorecomprehensivedefinitionandclassificationstocontext.
简介:students'mathematicalunderstanding,theyarenotableyettomastertothenextdegree.Thedecreasingofstudents'MathqualitycanbeseenonthesurveydataonProgramforInternationalStudentAssessment(PISA)thatconductedeachofthreeyears.On2003,Indonesiawasinthe38^thfrom40stateswiththescore360.On2006,itwasin50thfrom57stateswiththescore391.
简介:以便完成聪明的车辆的侧面的控制,基于云模型使用双性人认知的模型并且遮蔽推理,解决决定问题聪明的车辆的侧面的控制质、量。由驾驶车辆获得很多个实验数据,根据数据的概念分类数据并且修理云控制器的输入和输出变量,设计聪明的车辆的云控制器的控制规则,并且遮蔽并且修理云控制器的参数:期望,熵和亢奋的熵。以便验证云控制器的有效性,联合模拟站台基于Matlab/Simulink/CarSim被建立。试验性的分析显示出那:司机侧面的控制器基于云模型能完成需要的角度追踪,并且完成好控制效果,它也验证那一系列心理活动象感到那样,认知,计算,决定等等模糊、不明确。
简介:Thisstudyanalyzeslivefacialvideosforrecognizingnonverballearning-relatedfacialmovementsandheadposestodiscoverthelearningstatusofstudents.First,coloranddepthfacialvideoscapturedbyaKinectareanalyzedforfacetrackingusingathree-dimensional(3D)activeappearancemodel(AAM).Second,thefacialfeaturevectorsequencesareusedtotrainhiddenMarkovmodels(HMMs)torecognizesevenlearning-relatedfacialmovements(smile,blink,frown,shake,nod,yawn,andtalk).Thefinalstageinvolvestheanalysisofthefacialmovementvectorsequencetoevaluatethreestatusscores(understanding,interaction,andconsciousness),eachrepresentsthelearningstatusofastudentandishelpfultobothteachersandstudentsforimprovingteachingandlearning.Fiveteachingactivitiesdemonstratethattheproposedlearningstatusanalysissystempromotestheinterpersonalcommunicationbetweenteachersandstudents.
简介:摘要当今社会科技发展日新月异,随着电子技术的发展和互联网、智能移动终端的普及运用,E-learning在企业员工培训中也逐渐占有重要席位。与传统教室训练课程相比,E-learning能够以学员为中心,跨越地域和时间的限制,融入到学员的工作生活之中,它的学习方式快捷灵活,学习内容可即时更新,学习过程可全面掌控;但不可否认的是,E-learning也弱化了专家教学引导职能,培训效果也依赖于电子课件的质量、培训平台的稳定性及企业的学习文化氛围。