应注意对熵概念的理解

熵是物理学中一个极其重要的概念,其涵义深邃、应用广泛.本文试着从熵的来历、熵的物理意义以及身边事物的发展规律揭示出熵的概念的含义以及熵增加原理的瞢适性.     

Vicarious versus Direct Experience: How the Media Affect Psychological Growth

Abstract

Information technologies such as television or computer games are often described as creating either a passive or an interactive experience. These polar alternatives can better be conceived of as direct experience on the one hand or vicarious experience on the other. Direct experience involves overt acts. Once an overt act is made, the physical world or the social world provides feedback about the consequences. Vicarious experience requires no overt response on the part of the person attending to the message.

It is the main thesis of this article that direct experience tends to be normative while vicarious experience permits individualistic psychological growth because vicarious experience is not under the control of cither social norms or the norms imposed by the realities of the physical world. If this is correct, a critical index of personality is the ratio of direct to vicarious experience. If the ratio is great, a person is likely to be adjusted to social norms. If the ratio is small, a person will probably be in conflict with social norms. Much of the recent history of the behaviour of young people can be interpreted using these principles. However, there are still many puzzling aspects in the changes in the behaviour patterns of young people over the last decade or so. The implications for instructional design using information technology will be discussed.     

浅谈人文素养理念下的语文训练

《全日制义务教育语课程标准(实验稿)》很少提到“训练”，部分老师误认为训练可以不要。我们应当完整准确地理解《课标》精神，正确认识训练的内涵和方式，客观辩证地看待它在语教育中的地位和作用。     

Educational Attainment as Process: Using Hierarchical Discrete-Time Event History Analysis to Model Rate of Progress

Variables that address student enrollment patterns (e.g., persistence, enrollment inconsistency, completed credit hours, course credit load, course completion rate, procrastination) constitute a longstanding fixture of analytical strategies in educational research, particularly research that focuses on explaining variation in academic outcomes. However, nearly all measures of enrollment patterns are handicapped by untested assumptions about a more fundamental measure, namely students’ rate of progress. In this paper, I first explain how a variety of widely used measures of enrollment patterns are inextricably linked to students’ rate of progress. I then describe a method of modeling mathematically students’ rate of progress that employs hierarchical (multilevel) discrete-time event history analysis of repeated events. I conclude with an empirical example of the application of this method in which I test several hypotheses concerning students’ rate of progress through the remedial math sequence toward the outcome of college-level math competency. In addition to the utility of the method that is proposed here, the issues discussed in this paper have important practical implications for institutional research, particularly with respect to the use of the various measures of enrollment patterns to explain variation in students’ attainment.

Role of Ability and Extroversion in Concept Attainment of Individuals Trained in Heterogeneous or Homogeneous Personality Groups

Abstract

Subjects stratified by ability and extroversion initially attained concepts in homogeneous (all introverts or all extroverts) or heterogeneous (one-half members extroverts) personality groups. Concepts were attained individually in a subsequent transfer stage. Training in heterogeneous groups resulted in better transfer performance than did training in homogeneous groups only for low-ability Ss. A satisfactory account included assumptions that a low-ability S is not likely to develop a solution strategy on his own and that presence of an extrovert in a training group increases verbalization of strategies some of which are solution-relevant in the transfer stage.     

高校实验员队伍建设刍议

实验室是高校培养技术型人才的基地,切实抓好实验室建设将大大提升高校的办学质量。实验员是实验室的核心组成部分,实验员队伍建设将直接影响实验室的发展建设。针对实验员队伍建设存在的主要问题,提出有效的解决方法及合理化建议。     

Higher Educational Attainment for Growth: The MRW Model for Iceland

This study evaluates Mankiw, Romer and Weil’s augmented neoclassical growth model with human capital for Iceland. Moreover, we differentiate between the impact of upper-secondary and tertiary education. Both unrestricted and restricted regressions show that human capital stimulates real GDP per capita changes. The value of the elasticity of output with respect to human capital proxies calculated by OLS as well as DOLS ranges between 0.22 and 0.47, which is fully compatible with that calculated by the relevant studies on advanced economies applying the same methodology. The regression output is robust to modifications of the baseline model and the method of estimation.     

社会性别视角下的布劳—邓肯地位获得模型及后续研究

作为社会分层和社会流动研究中的经典模型,布劳—邓肯地位获得模型为之后的地位获得研究奠定了基础,并提供了不断修正和完善的空间与可能。从社会性别视角出发,本文梳理了布劳—邓肯地位获得模型及后续研究的成果,并提出运用社会性别视角研究地位获得的必要性。同时,就本土语境下的社会性别及相关问题对地位获得的影响进行讨论。     

基于Internet资源的信息素养教学模式探讨

在详细分析基于网络资源学习特点的基础上，联系实际设计了基于Internet资源的“引导-探索-合作”信息素养教学模式，并针对这一教学模式的具体实施及如何创设网络学习环境等相关问题阐明了个人的观点。     

幸福感概念模型的演化

在40年发展历程中,幸福感概念模型经历了情感模型、认知模型、主观幸福感模型、心理幸福感模型、整合模型五个发展阶段,勾画出幸福感的概念与研究发展脉络。     

The McNair Program as a Socializing Influence on Doctoral Degree Attainment

The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience.     

Motivation,Meta-Cognition and Self-Regulation as Predictors of Long Term Educational Attainment

In a longitudinal study, long term educational attainment in secondary education was predicted by motivation, meta-cognition and self-regulation as well as student background variables and prior achievement. The dependent variables were: (1) the position in the fifth grade of the two highest tracks; (2) the choice of examination subjects; and (3) the mean achievement in the fifth grade in the chosen subjects. The position-variable correlates most strongly with the prognosis given at the end of primary education, and with the combined score on three progress tests taken during the first grade of secondary education. There was a large gender difference in the choice of examination subjects with boys choosing the three science subjects (pure mathematics, physics, chemistry) 30% more often. The choice of these subjects also correlates with the scores on the arithmetic progress test in the first grade and a mathematics test taken in the third grade. Achievement motivation and fear of failure are prominent predictors of the mean achievement in grade 5, as is prior achievement. Surprisingly meta-cognitive and self-regulation variables are hardly related to mean achievement.     

概念的多重表征形式及其双极结构模型

本文对于概念形成理论的流派和阵营进行了进一步的精细考察,提出五大流派探讨的分别是概念的不同的表征方式,而这些表征方式之间在表征的逻辑性和灵活性上是有鲜明的递进关系的,可以建构起一个双板结构。基于解释的阵营与基于相似性的阵营相比,只不过是运用了新一层次的相似性而已。本文阐述了概念的多重表征——基于规則的表征、基于线索的表征、基于样例的表征、基于图式的表征,以及这四种表征形式的双极结构模型。     

Attainment in Coeducational and Segregated Schools

Kyöstiö, O. K. (1970). Attainment in Coeducational and Segregated Schools. An inquiry into the prediction of secondary school final success. Scand. J. Educ. Res. 14,113‐170. The problems of this study concerned on one hand the scholastic results of mixed versus segregated education, and on the other the predictiveness of the selection system in Finnish secondary schools. The study was a follow‐up type. The age, social status, and ability of the students were held constant by matching the different groups. The results show that an assumed null‐hypothesis, which concerned the attainment of students in the examined subjects of the matriculation examination in different types of schools, could not be approved. Girls in segregated schools showed themselves to be significantly better than the other groups in total point value. They were also best in most subjects. Only boys from mixed schools were equal to them in mathematics and in general subjects. The correlation coefficient between the sum variable of the entrance selection and the total point value of the matriculation exam variable was significant, showing that the selection had positive predictive value, as was assumed. A regression analysis showed that only the total sum variable of the selection procedure had a significantly predictive value on all success variables, except mathematics. Another regression analysis without sum variables indicated the significant influence of the single determinants too, but in both analyses the variances they could explain were very small. The influence of the continuous and strong selection (high dropout rate) may weaken the generalization of the results.     

Separate Education as an Ethnic Survival Strategy: The Finlandssvenska Case

Although the ethnicity-educational change nexus would seem to be of increasing interest to educational anthropologists, there has been surprisingly little effort made to systematically delineate variables or examine relationships in specific field settings. We have, for example, little knowledge of how and to what effect various ethnic groups have influenced ethnic education programs in public schools or have created and used their own nonformal educational programs outside of superordinate control. We need to determine under what conditions groups mobilizing around cultural symbols—i.e., the "old" ethnicity—as well as groups seeking to use ethnicity in resource competition—i.e., the "new" ethnicity—have sought to use education in formal schools, in nonformal programs, and by means of the media and resocialization, and so on, to help achieve ethnic movement goals for individual and social change (Bennett, 1974; Despres, 1975; Collins, 1976).     

概念图教学模式在生物教学中的应用

高中生物教学的学科特质及在高考中的特殊地位,使教师不得不偏重研究如何提高教学效率。在教学和复习实践中,选用了概念图模式,做了一些初步探索:以概念图应用为教学策略,引导学生接收新知、理清脉络、理解知识点、总结知识体系、解决问题,培养学生对所学过的知识进行巩固、整合和应用能力。     

企业资本运营的概念及模式刍议

文章主要讨论了广义和狭义资本运营的概念及实施狭义资本运营的条件，并简要探讨了企业资本运营的操作模式。     

论教师的课堂创新素养

课堂上培养学生的创新意识与能力,教师的课堂创新素养是关键。从教师情意倾向与思维品质、主体取向与策略意识、价值提升与实践张力等方面可以发现,教师课堂创新素养和三维一体与持续创生性特点。以实际出发,可以探索在课堂情意、课堂信念和实践智慧等方面建构教师创新素养的评价标准,提出创新培养策略。