幼儿视觉素养与语言素养的整合培养

随着技术和环境的变化,素养的核心内容--读写能力随之发生了新的变化.本文阐述了在幼儿教育中将幼儿的视觉素养和语言素养进行整合培养的需求,并提出相应的整合培养策略和评价方法.     

Between Desires and Beliefs: Young Children's Action Predictions

1 view of children's developing understanding of mind contends that children adopt a succession of naive psychological theories, moving from a desirefocused theory to a mature theory that attributes a greater role to beliefs. Between these, a transition theory, in which desires are primary but beliefs play an auxiliary role, is characteristic. Novel predictions arising from this view were tested in 2 experiments utilizing within participants designs. Preschool children ( N s = 20 and 24) were asked to predict the actions of story characters who believed a desired object to be in one of two containers (which were shown to actually contain the desired object, nothing, or a different object). In both experiments, children's predictions accorded with belief significantly more when objects of the type desired were in both containers than when containers held nothing or other sorts of objects, supporting a transition theory interpretation over competing interpretations.     

Young Children's Knowledge Building and Literacy Development Through Knowledge Forum®

This study examined how the use of Knowledge Forum (KF)®, a networked, Internet-based learning environment, was related to the literacy development of 4-year-old children in a laboratory school affiliated with the University of Toronto. Over the course of the year, children participated in a longitudinal photo journal project. With adult support, children posted their photo journals and ideas to KF® in the form of electronic “notes”, which allowed children to view each other's work and to build on ideas by posting their responses and comments. A comparison group employed a paper-only format to write notes about their photos. Results showed that children were motivated to read others' notes and to respond using invented spelling. There were gender differences in the number of notes posted. Implications of the study are discussed regarding the motivation for literacy among boys and girls and the benefits of having electronic archives of literacy development.     

论曹植失败与成功的原因

曹植的一生是成败交织的一生,失败的原因乃在于他的失宠于父、构怨于兄、见疑于侄;成功的原因乃在于他的非凡的经历、独特的个性、复杂的思想、出众的才华.     

整合,决定企业并购成败

在全球范围内,并购已经成为企业扩大规模、增强实力、提高效率的重要手段。而并购成功不仅仅表现在谈判桌上的合同签订,更体现在并购后双方在人员、资产和文化等领域的有效整合。     

以“辛亥革命是成功还是失败”为例，看中学历史研究性学习

这篇研究性学习的主题是大家熟悉的问题。执教者26岁。她很认真地在实践素质教育的思想。教育是一种心智性的劳动。能够启迪、引导、提升学生的思维活动,不是轻而易举的事情。在课程改革中,讲新的教育理念,大家都赞同,但怎样落实,不是闭门思考就能够解决的。要通过不断的实践和总结,才能够提出切实可行并行之有效的一套目标和方法。有关这一主题的研究性学习活动,李茜搞过了,别人还可以搞,今年搞过了,明年还可以搞,不同的学生会产生出不同的问题,不同的教师会做出不同的效果。不信你就试试。本刊需要同一主题的不同案例。大家共同研究,共同提高。     

图书馆服务创新细节决定成败

图书馆要响应丰富人民精神文化生活的号召,围绕图书馆工作,通过深化服务理念,从细节上提高其文化服务水平。     

加拿大华人儿童的母语传承

本文旨在调查与记录生活在加拿大的华人移民家庭对于使用中文的态度、影响华人子女中文能力的因素以及华人父母为此所采用的方法.这项研究在加拿大一座华人移民总数约为300人的城区完成.研究显示,在华人移民稀少的地区,中国语言与文化的教育主要是在家庭内部或小规模华人团体的努力下得以维持.在这种情况下,华人父母对于母语传承的认识与观念显得至为重要.     

挟天子与袁曹成败

袁绍轻视皇权,拒迎献帝,荀彧旋即弃袁投曹,曹操得到"吾之子房";曹操因为挟天子而赢得了政治上、人才上以及在割据势力分化组合等方面的主动,进而在最后搏弈中取得了决定性的胜利。     

Causal Attributions for Success or Failure of Students in College Algebra

Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. Students from a large urban community college in South Florida (n = 410) self-reported their performance on an in-class test by providing open-ended attribution statements to explain the cause of their performance. They then attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability using the Causal Dimensions Scale (CDSII). The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chi- square procedure. The quantitative data compared the passing and failing groups and their attributions for performance on the test using One-way ANOVA and Pearson chi-square procedures. The results of the quantitative data comparing passing and failing groups and their attributions along the dimensions measured by the CDSII indicated statistical significance in locus of causality, stability, and personal controllability. The results comparing the open-ended attribution statements indicated statistical significance in the categories of effort and task difficulty.     

试论新课程实施成败的关键

近年来，随着教师研究的不断深入，教师的自我效能感日益成为研究的热点问题。作为教师信念的核心，教师的自我效能感是学校教学和教育革新的关键。它不仅直接影响着教师的教育教学行为，而且影响到学生的学业成绩和个人成长。因此，研究这个问题具有较大的理论意义和现实意义。     

为了每一位教师的成功——上海市思源中学教师专业发展学校的构建

一、背景上海市思源中学地处杨浦区中原小区,是一所一校两址的大型初级中学。自1998年创办以来,学校坚持“从严治校、务实办学”的宗旨,从规范管理、夯实基础入手,逐步形成了“民族传统文化教育”特色,获得了多项荣誉称号,赢得了较好的社会声誉。在发展过程中,学校清醒地认识到师资问题是制约学校发展的根本问题,要走可持续发展之路,必须努力造就一支师德高尚、教艺精湛的教师队伍。作为一所创办不足10年的学校,思源中学年轻教师居多,教学经验比较缺乏。根据学校的发展现状,学校确立了“为了每一位教师的成功”之理念。在实践上,学校采取了…     

Young Children's Conceptualization of Pretense: Action or Mental Representational State?

A growing body of research indicates that children do not understand mental representation until around age 4. However, children engage in pretend play by age 2, and pretending seems to require understanding mental representation. This apparent contradiction has been reconciled by the claim that in pretense there is precocious understanding of mental representation. 4 studies tested this claim by presenting children with protagonists who were not mentally representing something (i.e., an animal), either because they did not know about the animal or simply because they were not thinking about being the animal. However, the protagonists were acting in ways that could be consistent with pretending to be that animal. Children were then asked whether the protagonists were pretending to be that animal, and children tended to answer in the affirmative. The results suggest that 4-year-olds do not understand that pretending requires mental representation. Children appear to misconstrue pretense as its common external manifestations, such as actions, until at least the sixth year.     

论判定马克思主义中国化成功与否的标准

在马克思主义中国化的过程中,既有成功的经验,也有失败的教训。所以,这里就涉及到一个判定马克思主义中国化成功与否的标准问题。文本不是判定马克思主义中国化成功与否的标准,只有实践才是判断马克思主义中国化成功与否的标准。但是,我们在坚持这个标准的同时,要避免将其简单化、线性化。     

特殊教育教师教学成败归因分析

通过对陕西、河北两省146名特殊教育教师的问卷调查,在统计分析的基础上考察了特殊教育教师教学成败的归因特征,认为：其一,特殊教育教师的总体教学成败归因中稳定归因得分最高,外部归因得分最低。教学成功时,内部归因得分最高,外部归因得分最低;教学失败时,稳定归因得分最高,内部归因得分最低。其二,特殊教育教师教学成败归因在性别、学历、学生类型与是否在编等方面不存在显著差异,而在教学失败时,内部归因在不同教龄的特殊教育教师中存在显著差异。