中文版学习观量表的适用性

对573名被试施测中文版学习观量表、学习策略量表和时间管理倾向量表。结果表明,中文版学习观量表的克伦巴赫α系数在0．61～0．71之间;学习观各维度和学习策略及时间管理倾向之间均存在显著的正相关（ps〈0．01）;典型学习观分组在三类学习策略上的得分存在显著差异（ps〈0．001）,中文版中学生学习观量表有较好的信度和效度。     

Secondary science students’ beliefs about class discussions: a case study comparing and contrasting academic tracks

The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class discussions. The study participants (N?=?45) were students in one of the three differentially tracked chemistry classes taught by the same teacher. Findings about the differences that exist among students from different academic tracks are reported. While it seems that epistemological beliefs focusing on content are common for the students in this study, the students' social framing in the different tracks is important to consider when teachers attempt to transition to more dialogic forms of discourse. Some key findings of this study are (a) students’ beliefs that science is a body of facts to be learned influenced the factors they deemed important for whole-class discussion, (b) students from the lower-level track who typically were associated with lower socioeconomic status were more likely to view their role as passive, and (c) students’ comfort level with the members of the class seemed to influence their decisions to participate in class discussions.     

中文版拖延元认知问卷的信效度检验

为了修订拖延元认知问卷（MBPQ）,对其进行结构分析并进行信效度检验,共选取某大学各年级学生870名,进行项目分析、探索性因素分析、验证性因素分析和校标关联效度分析。结果显示：修订后的MBPQ共12个项目,具有对拖延的“积极元认知信念”和“消极元认知信念”两个维度,每个维度各有6个项目,共可解释46.19%的总变异;验证性因素分析验证了二维度结构模型。总量表的内部一致性信度为0.669,积极元认知信念和消极元认知信念两个维度的内部一致性信度分别是0.723和0.790。效标关联效度分析发现,积极拖延元认知与消极拖延元认知与拖延行为和时间管理倾向有显著相关。结果表明,修订后的拖延元认知问卷在大学生群体中具有较高的信度和效度,可作为测量大学生拖延元认知态度的有效工具。     

提高高职院校学生评教信度与效度的思考

学生评教是全面、科学评价教师教学、促进教师教学质量提高的重要手段,搞好学生评教工作,必须努力提高学生评教的信度与效度。提高高职院校学生评教的信度与效度可从建立和完善学生评教制度、做好学生评教的组织过程、合理利用学生评教结果三方面进行。     

科学哲学及其实在论本质的先验分析

科学哲学以及相关的自然科学在本质上是关于实在的知识。但这一结论本身只有在先验的视域中才能显示出清晰的含义,一般关于实在论的讨论也只有在先验视域中才能有逻辑的结果。然而在这一视域中的考察也表明,科学哲学的“超验性”问题又是与其实在本质直接相关的,先验哲学在研究其发生发展规律的同时又承认这一点。整个20世纪科学哲学进程都表明了一个科学的经验实在（论）的性质,同时这一进程也证实了先验哲学关于先天知识（先验逻辑）的普遍有效性的论述。     

大学生亲密关系适应问卷的编制及信效度检验

通过对国内外亲密关系适应文献资料的分析与整理,在开放式问卷调查的基础上获得了大学生亲密关系适应的理论结构。在此基础上编制了大学生亲密关系适应初始问卷,形成由38个项目构成的初始问卷。此后,在全国四省市高校大一至大四学生中选取827名大学生作为被试进行施测,经过探索性因素分析和验证性因素分析技术对数据进行处理,最终形成由23个项目构成的大学生亲密关系适应问卷。结果发现:大学生亲密关系适应由四个维度组成,即亲密满意、成长凝聚、自主独立和交流沟通;大学生亲密关系适应问卷编制严谨合理,符合心理测量学的要求,信度和效度较高,适合作为测量大学生亲密关系适应的有效工具。     

Who are the future teachers in Turkey? Characteristics of entering student teachers

This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs.     

科学技术哲学的学科分析

本文从科学技术和科学技术哲学两个角度出发,阐述了科学技术哲学的学科定位、科学技术哲学在我国的发展历程,并在对其研究内容进行分析的基础上,提出了科学技术哲学在科技发展进程的重要指导作用。     

Why Compulsory Science Education Should <Emphasis Type="Italic">Not</Emphasis> Include Philosophy of Science

Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science. In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction as early as possible and have championed early secondary school as an appropriate place. Further, mainstream science curricula in a number of countries have, for some time now, supported such introductions (albeit of a more limited sort) under the banner of introducing students to the “Nature of Science”. In this paper, I explore a case against such introductions, partly in role as “Devil’s Advocate” and partly exploring genuine qualms that have come to disturb me. Generally speaking, my judgement is that no justification is available in terms of benefit to the individual or to society of sufficient weight to outweigh the loss of freedom of choice involved in such forced learning. One possible exception is a minimalist and intellectually passive “Nature of Science” introduction to some uncontroversial philosophical views about science. An earlier version of this paper was presented to the Seventh International Conference on the History and Philosophy of Science and Science Teaching, University of Winnipeg, Winnipeg and subsequently published in its proceedings (see my 2003). I am grateful to those who engaged in discussion of the paper upon its presentation. I am also grateful to the advice of this journal’s anonymous referees.     

科学哲学的文化转向及其对科学教育的影响

科学哲学的文化转向使人们对科学的本质的认识由传统向现代转变。科学知识是暂时性、主观性、建构性的,它会不断地被修正和推翻。科学哲学的文化转向推动了科学教育改革。培养学生的科学素养是科学教育目标,科学教育应更加重视知识的产生和形成过程。科学学习过程要以探究为主要形式,同时注重对学生进行科学情感、态度与价值观的培养。科学哲学的文化转向将促进科学与人文的融合。     

HPS与科学教学的回顾与反思

如何通过科学教学促进学生对科学本质的理解是当前科学教育界关注的热点．寓HPS于科学教育中是一种有效的途径。本文在明晰西方HPS与科学教学关注的内容及转向的基础上,回顾与分析了我国HPS与科学教学的现状,指出我国HPS与科学教学存在的不足与缺失——对HPS的涵义理解不够准确、在内容上缺乏广度与深度。