“双减”背景下运用项目式学习培养学生数学素养

《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》主张以学生为本,减轻学生过重的作业负担和校外培训负担。采用项目式学习的方式开展教学,培养学生的数学核心素养,能助力学生学习进步、健康发展。通过介绍项目式学习的概念,分析“双减”政策与项目式学习之间的关联性,研究分析项目式学习的应用意义,结合人教版九年级上册数学教学案例,从教材与学情分析、项目式学习流程、项目式学习评价、项目式学习反思四方面入手,深入研究运用项目式学习培养学生数学素养的策略。     

四步研学：初中历史与社会项目式学习的实践策略

初中历史与社会项目式学习范式以历史与社会课程标准和学科核心素养为主旨,以“定主题,创情境,善思辨,妙评价”四步研学为主要学习方式,以培养学习“内驱力、体验力、思维力、迁移力、反思力”为主要目标,以及课堂观察诊断评价、SOLO分层评价、表现性评价为激励手段的项目式联动学习范式,培养学生的高阶思维能力,从而有效落实历史与社会学科核心素养。     

开展项目式学习，让学习真正发生——以“测量物体的体积”项目式学习为例

随着课程改革的不断深入,指向能力发展的项目式学习越来越被广泛应用于学校的教育教学中。将项目式学习运用于小学数学的教学具有积极的意义,文章以“测量物体的体积”项目式学习为例,具体从项目准备、项目实施、项目提升和项目评价四个维度阐述核心素养视域下的小学数学项目式学习的实施策略。     

基于核心概念的初中物理项目式教学现状及对策

项目式教学是以学生为中心,基于现实世界设计学习情境,以问题为导向的教学方法。调查发现,初中物理教师对项目式教学法的实质认识不足,使用频次与对该教学法了解程度呈正相关,倾向于在较简单的概念教学中使用;学生在项目式教学活动中的表现优势不太明显;教师倾向于以二级核心概念建构项目式教学;多数教师意识到项目式教学的评价功能。增大培训力度,提升教师项目式教学意识与能力;提升项目式教学设计与实施成果在教师工作和学生学习中的评价地位;向教师提供项目式教学设计的方法与素材,是解决初中物理项目式教学现状中存在的问题的有效策略。     

基于“核心素养”理解的高中化学教师培训实践

以"核心素养"作为培养目标的新一轮高中化学课程改革的推进和实施,需要高中化学教师对"核心素养"有深刻的理解和认同。中小学教师培训机构有必要基于"核心素养"理解开展高中化学教师培训。阐述了学生发展核心素养和高中化学学科核心素养的内涵,构建了基于"核心素养"理解的"课题研究"培训模式,并以案例的形式剖析了该培训模式的应用,最后对基于"核心素养"理解的高中化学教师培训进行反思。     

高中信息技术项目式教学探索

《普通高中课程标准》指出:高中信息技术学科核心素养由信息意识、计算思维、数字化学习与创新、信息社会责任四个核心要素组成.在高中信息技术教育过程中,如何在学生掌握高中信息技术的基础知识和基本技能的基础上,进一步有效提升高中学生的四个核心素养,是高中信息技术教师在新课标下所面临的重大问题.本文通过研究项目式学习,提出在项目式教学中渗透和融合四个信息技术核心素养中应注重的问题,探索促进学生信息素养的有效提升方法.     

欧盟提升成人数字素养的经验及启示

数字素养发展系统项目是欧洲提升成人数字素养的一项重要举措。其主要内容包括:构建了基于欧洲公民数字素养框架的培训课程体系,开发了融入游戏化场景的在线学习平台,设计了符合成人学习特点的混合教学模式,并形成了全程全方位的导师支持服务。该项目可以为中国发展成人数字素养提供经验启示:关注"数字弱势群体",促进数字包容;加强数字素养研究,建设能力框架;推进数字发展项目,贴合成人需求。     

小学语文跨学科项目式深度学习探析——以“葡萄熟了”跨学科项目式学习为例

项目式学习是促进课程综合化实施,提升学生核心素养,让深度学习真实发生的有效途径。深入开展语文跨学科项目式学习,教师在项目设计中可以从单元整体教学出发,立足“探寻小事物背后的大学问”视角来确定项目式学习主题,使项目既能承载相应的学习内容,又源于学生的真实生活和真实研究,能打破学科边界,联通课内、课外的学习。同时,进行项目式学习任务分解,细化情境创设和驱动性问题的设置。在项目式学习的实施中,要将项目式学习的内容与学生已有的学习和生活经验建立联系,为学生搭建学习支架,提供方法指南,教师的有效组织和适时调控能将学生的项目式学习引向深入。在项目式学习的评价中,要创新评价形式,关注表现性任务的完成情况,帮助学生学会反思,不断提升学生跨学科项目式学习能力,从而有效提升学生的语文核心素养。     

单元视角下项目式学习的设计与实施——以“我们一家人”为例

单元视角下,采用项目式学习的方式设计与实施小学道德与法治教学活动,是落实核心素养培育的有效路径之一。教师可从教材研读、问题驱动、情境串联、项目评价四个方面,开展单元视角下项目式学习的设计与实施,为学生核心素养的有效培育提供有力保障。     

教师教育信息化与体育教师信息素养的提升

教师教育信息化的核心目标是提高教师的信息素养,现阶段体育教师信息素养的提升理念与策略与教师教育信息化促进体育教育实现跨越式发展的要求还有很大的差距。如何开展卓有成效的体育教师信息素养教育成为各级教育行政部门、学校及体育教师共同关注的课题,也是贯彻落实以"以人为本"为核心的科学发展观的必然要求。鉴于体育教师信息素养培养目前仍然存在误区或缺陷,在借鉴前人及同行研究成果的基础上,从教师教育信息化视角审视和思考并提出体育教师信息素养的有效提升策略:要以强化信息意识教育为切入点,以学校信息技术环境建设为提升平台,以建立跟踪评价平台和激励机制为提升动力,构建一个体育教师主动学习、自我提高和外部条件予以强化、互相促进的培训制度和教育培训体系。     

对《枕头人》中文学之恶的伦理解读

《枕头人》是英国直面戏剧代表作家马丁·麦克多纳第一部被翻译、引入中国大陆的戏剧作品。剧中的主要冲突围绕着“作者是否要为文学艺术之恶负责”的伦理困境展开,引发了学界的广泛探讨。为回答这一疑问,在研读《枕头人》原文的基础上,有必要回溯文学之恶的美学传统,剖析作者在文学之恶中扮演的角色,思考暴力、血腥等表现人性之恶的文学母题的存在价值与社会影响。该剧的意义并不单在陈列人性之恶、文学之恶,更是在挖掘恶、解剖恶、超越恶,以人文关怀式的目光,直面命运的黑暗。     

The New Citizen

MITEINANDER SPRECHEN UND HANDELN: FESTSCHRIFT FÜR HELLMUT GEISSNER. Edited by Edith Slembek. Frankfurt (Main): Scriptor Verlag, 1986; pp. 360.

REALISM AND RELATIVISM: A PERSPECTIVE ON KENNETH BURKE. By Robert L. Heath. Macon, GA: Mercer University Press, 1986; pp. xi + 270. $34.95.

THE INVENTION OF ATHENS: THE FUNERAL ORATION IN THE CLASSICAL CITY. By Nicole Loraux, translated from the French by Alan Sheridan. Cambridge: Harvard University Press, 1986; pp. xiv + 479. $35.00.

THE IDEA OF THE GOOD IN PLATONIC‐ARISTOTELIAN PHILOSOPHY. By Hans‐Georg Gadamer. Translated and with an introduction and annotation by P. Christopher Smith. New Haven: Yale University Press, 1986; pp. xxxii + 182. $20.00.

ARISTOTLE'S POETICS. By Stephen Halliwell. Chapel Hill: University of North Carolina Press, 1986; pp. xi + 369. $30.00.

THE LANGUAGE OF ETHNIC CONFLICT: SOCIAL ORGANIZATION AND LEXICAL CULTURE. By Irving Lewis Allen. New York: Columbia University Press, 1983; pp. 162. $22.00; paper, $11.00.

RHETORIC AND PRAXIS: THE CONTRIBUTION OF CLASSICAL RHETORIC TO PRACTICAL REASONING. Edited by Jean Dietz Moss. Washington: The Catholic University of America Press, 1986; pp. vii‐172. $24.00.

EPISTEMOLOGY AND COGNITION. By Alvin I. Goldman. Cambridge: Harvard University Press, 1986; pp. viii + 437. $27.50.

THE MIND'S NEW SCIENCE: A HISTORY OF THE COGNITIVE REVOLUTION. By Howard Gardner. New York: Basic Books, Inc., Publishers, 1985; pp. xv + 423. $22.50.

CONTEMPORARY ISSUES IN LANGUAGE AND DISCOURSE PROCESSES. Edited by Donald G. Ellis and William A. Donahue. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1986; pp. x + 285. $32.00.

MAKING A DIFFERENCE: FEMINIST LITERARY CRITICISM. Edited by Gayle Greene and Coppélia Kahn. New York: Methuen, 1985; pp. 273. $25.00; paper $10.95.

FEMINIST CRITICISM AND SOCIAL CHANGE: SEX, CLASS AND RACE IN LITERATURE AND CULTURE. Edited by Judith Newton and Deborah Rosenfelt. New York: Methuen, 1985; pp. xi + 273. $29.95; paper $12.95.

THE TOLERANT SOCIETY. By Lee C. Bollinger. New York: Oxford University Press, 1986; pp. 1 + 195. $19.95.

A WAR OF WORDS: CHICANO PROTEST IN THE 1960s AND 1970s. By John C. Hammerback, Richard J. Jensen, and Jose Angel Gutierrez. Westport, CT: Greenwood Press, 1985; pp. x + 187. $29.95.

THE PANAMA CANAL IN AMERICAN POLITICS: DOMESTIC ADVOCACY AND THE EVOLUTION OF POLICY. By J. Michael Hogan. Carbondale: Southern Illinois University Press, 1986; pp. viii + 291. $24.95.

THOUGHT AND CHARACTER: THE RHETORIC OF DEMOCRATIC EDUCATION. By Frederick J. Antczak. Ames, Iowa: The Iowa State University Press, 1985; pp. 242. $27.50.

THE INTERPRETATION OF MATERIAL SHAPES IN PURITANISM: A STUDY OF RHETORIC, PREJUDICE, AND VIOLENCE. By Ann Kibbey. Cambridge: Cambridge University Press, 1986; pp. xi + 203. $27.95.

SPEECH COMMUNICATION IN THE 20TH CENTURY. Edited by Thomas W. Benson. Carbondale: Southern Illinois Univ. Press, 1985; pp. xii + 475; $30.00.

TIME, NARRATIVE, AND HISTORY. By David Carr. Bloomington: Indiana University Press, 1986; pp. ix + 189. $22.50.

CRITIQUE OF COMMODITY AESTHETICS: APPEARANCE, SEXUALITY, AND ADVERTISING IN CAPITALIST SOCIETY. By W.F. Haug. Introduction by Stuart Hall. Translated by Robert Bock. Minneapolis: University of Minnesota Press, 1986; pp. vii + 185. $35.00; paper, $14.95.

NEW PERSPECTIVES ON POLITICAL ADVERTISING. Edited by Lynda Lee Kaid, Dan Nimmo, and Keith R. Sanders. Carbondale and Edwardsville: Southern Illinois University Press, 1986; pp. xx + 370. Cloth $34.50.

ADVERTISING THE AMERICAN DREAM: MAKING WAY FOR MODERNITY, 1920–1940. By Roland Marchand. Berkeley and London: University of California Press, 1985; pp. xxii + 448. $27.50; paper $14.95.

WORLD BROADCASTING IN THE AGE OF THE SATELLITE: COMPARATIVE SYSTEMS, POLICIES AND ISSUES IN MASS TELECOMMUNICATION. By W. J. Howell, Jr. Norwood, New Jersey: Ablex Publishing Corporation, 1986; pp. 332. $45.00; paper $27.50.

AMERICAN MYTH AND THE LEGACY OF VIETNAM. By John Hellmann. New York: Columbia University Press, 1986; pp. xi + 241. $24.95.

TELEVISION AND THE RED MENACE: THE VIDEO ROAD TO VIETNAM. By J. Fred MacDonald. New York: Praeger Publishers, 1985; pp. 1 + 256. $31.95; paper $14.95.

THE “UNCENSORED WAR”: THE MEDIA AND VIETNAM. By Daniel C. Hallin. New York: Oxford University Press, 1986; pp. vi + 285. $22.50.

CHILDREN AND TELEVISION: A SEMIOTIC APPROACH. By Bob Hodge and David Tripp. Stanford: Stanford University Press, 1986; pp. vi + 233. $32.50.

MISUNDERSTANDING MEDIA. By Brian Winston. Cambridge, Massachusetts: Harvard University Press, 1986; pp. v + 322. $22.50.     

大学生学习动机影响因素分析

本文针对浙江工业大学72名不同专业学生设计调查问卷,研究大学生学习动机不足现象并进行统计分析。利用主成分分析法确定因子个数,方法更具有科学性。通过对载荷阵进行因子旋转,建立因子模型,得到四个动机影响因素公因子:综合性动机因子、工作及环境动机因子、监督管理因子、成绩因子。参考弗洛伊德理论得出动机缺乏的主要原因是内在动机不足的结论。     

The Politics of Responsibility

BEYOND FEMINIST AESTHETICS: FEMINIST LITERATURE AND SOCIAL CHANGE. By Rita Felski. Cambridge: Harvard University Press, 1989; pp. 222. $13.50.

THE BLACK PUBLIC SPHERE: A PUBLIC CULTURE BOOK. Edited by The Black Public Sphere Collective. Chicago: University of Chicago Press, 1995; pp. 350. $17.95.

HABERMAS AND THE PUBLIC SPHERE. Edited by Craig Calhoun. Cambridge: MIT Press, 1992; pp. x + 498. $19.95.

LIBERALISM AND THE PROBLEM OF KNOWLEDGE: A NEW RHETORIC FOR MODERN DEMOCRACY. By Charles Willard. Chicago, University of Chicago Press, 1996; pp. x + 384. $17.95.

NUMBERED VOICES: HOW OPINION POLLING HAS SHAPED AMERICAN POLITICS. By Susan Herbst. Chicago, University of Chicago Press, 1993; pp. xi‐227. $24.95; paper $14.95.

THE PHANTOM PUBLIC SPHERE. Edited by Bruce Robbins. Minneapolis: University of Minnesota Press, 1993; pp. xxvi‐310. $21.95.

PUBLIC SPHERE AND EXPERIENCE: TOWARD AN ANALYSIS OF THE BOURGEOIS AND PROLETARIAN PUBLIC SPHERE. By Oskar Negt and Alexander Kluge. Translated by Peter Labanyi, Jamie Owen Daniel, and Assenka Oksiloff. Minneapolis: University of Minnesota Press, 1993; pp. xli‐305. $44.95     

The significance of faith for Black men's educational aspirations

It is uncontested that British African Caribbean men are minimally represented in elite UK higher education institutions. Even as data demonstrates that African Caribbean males are more likely to study further education than White males 1 1 Research indicates that the proportion of UK‐domiciled Black students pursuing higher education degree courses has increased since the academic year 2003/04 (ECU, 2014 ).
and that the proportion of UK ‐domiciled Black students pursuing higher education has increased since the 2003/04 academic year (ECU , 2014), the representation of Black students throughout the Russell Group remains low. 2 2 It is important to acknowledge that on the whole, undergraduate Black students are over‐represented in higher education and in 2012/13 experienced the largest increase in the proportion of all BME students attending university to 6.3% (ECU, 2014 , p. 114). However, the majority of this increase in Black student representation is accounted for in non‐Russell Group institutions, particularly at the less prestigious universities that comprise the Million+ Group. The Million+ Group comprises the following universities: Abertay University, Anglia Ruskin University, Bath Spa University, University of Bedfordshire, University of Bolton, Canterbury Christ Church University, University of Cumbria, University of East London, Edinburgh Napier University, London Metropolitan University, London South Bank University, Middlesex University, Staffordshire University, University of Sunderland, University of West London, University of the West of Scotland and Southampton Solent University ( www.millionplus.ac.uk/who-we-are/our-affiliates/ ).
Less than 3% of the entire Russell Group's student population comprised British African Caribbean students in 2011/12 and 2012/2013 (ECU , 2013, p. 203; ECU , 2014, p. 358). However, according to the 2011 Census, ‘Black’ people represent 5.5% (3.1 million) of the total UK population (ONS , 2015). For the few Black men who are successful in attaining acceptance at these exclusive universities, to what assets or capitals do these young men attribute their ability to get to and successful graduate from these institutions? Interviews with 15 Black male students who attended Russell Group universities in England and Wales were analysed and several ‘capitals’ or resources were identified as beneficial to their ability to succeed. Drawing on Bourdieu's work on cultural and social capital, this paper advances the concept of ‘faith capital’ as a unique recognised asset that six of the participants described and reflected upon as being influential on their academic trajectories. Based on findings from the ESRC ‐funded research Exploring the narratives of the few: British African Caribbean male graduates of elite universities in England and Wales , this paper discusses these six participants’ accounts of their higher education journeys in relation to how they identified faith as a resource that was influential to their academic success.     

表象加工中的性别差异

心理表象是类似于知觉的、区别于命题表征的一种表征方式。表象的加工包括表象的产生、保持和旋转。文章以近50多年来的有关表象加工与性别差异的研究为基础,探讨表象加工中表象产生、保持和转换中的不同性别优势倾向,以及表象加工性别差异的毕生发展。最后结合现有研究的不足对未来研究进行了展望。     

The University Lost: The Meaning of the University

This essay examines the current state of the University in terms of lost meaning and value, especially from the perspective of scholarship. The author specifically points to three works of literature and writers on the subject, and how these works have significantly contributed to our understanding of what is taking place within the modern University, and how the University has transitioned and specifically, radically changed from its originary purpose to the “modern” University as an institution narrower in scope and depth, role, and even responsibility. The author examines the writings of John Henry Newman, Bill Readings, and John Milton, and comments on several of their ideas and demonstrates how these ideas are relevant in understanding and improving the modern University which has shifted from academic to managerial orientation; faculty to administrators—hence its decline. Finally, the author provides several examples of challenges in the modern University and how these have created the gaps in perceived and real purpose and philosophy of the ideal university versus current “all-administrative” university and its perceived status and role.     

基于SPOC的混合学习设计

在研究混合学习内涵的基础上,剖析了基于SPOC的混合学习的优势,并结合具体课程将混合学习分成前端分析和总体设计、详细设计、教学评价设计等三个阶段,阐述了各个阶段的内容和实现方法。     

基于学生核心素养发展的学情分析

全面深化课改背景下,培育学生核心素养成为学生发展的重要目标,学情分析也应紧密围绕核心素养展开,重点关注学生高阶认知素养,注重学生实践能力。实证调研发现,当前我国学情分析存在多关注外显特征而少关注内隐素养、对高阶认知素养重视不足和忽视学生实践能力等现实问题。为此,应结合核心素养改革学生评价标准,研发科学可行的学情分析工具,加强专项培训,为教师开展基于核心素养的学情分析提供支持。