免费午餐项目的现状分析

为改善我国小学生营养不良状况,其目的在于通过改善儿童营养状况及提高入学率和减少辍学率,促进男女平等和社会平等,我国实行免费午餐项目计划。这一计划因其管理科学、经费来源及分担有强大的财政保障、定期进行检查与评价,取得了良好的执行效果。免费午餐将成为一个跨平台的合作行动,让中国学生能够免于饥饿,本文将对免费午餐的现状进行梳理,分析"免费午餐"政策的意义和挑战,同时提出了关于完善营养改善计划的建议。     

试论教学模式的内涵发掘与理论创新

在对教学模式的内涵进行深入分析和发掘的基础上,提出以演绎法为主、归纳法为辅的教学模式研究思路,并总结出“指向一个目标、思考两个问题、把握三个关键”的理论创新简要做法。     

实践理性视域中的教学模式构建

理性由理论理性和实践理性构成,实践理性有价值理性、工具理性和过程理性三种形式。教学模式构建的实践理性表现为价值理性、工具理性、情境理性和过程理性,其不同的旨趣体现为追求模式构建的价值、获取合理的技术手段、凸显模式构建的情境知识、揭示模式构建的历史品性,从而使模式构建的实践理性呈现价值引领与规范、伦理性、交往性和反思性特征。确立模式构建的实践发展方向,立足人的生活世界,建立模式构建共同体,青睐实践改进的研究方法,生成模式构建的实践智慧是基于实践理性的模式构建策略。     

词汇附带性习得理论模型述评

词汇附带性习得在近年越来越成为国内词汇习得研究,尤其是第二语言词汇习得研究的热门话题。但是对附带性词汇习得理论模型的讨论屈指可数,并且因为对现有模型缺乏系统的讨论和分析,所以根据现有的理论模型进行的验证性实验在结果上存在很大分歧。文章选取词汇附带性习得领域中的深层加工理论、参与负荷假说和多特征假说进行系统的历时分析,希冀能理清词汇附带性习得领域中理论模型发展的脉络。     

Are school-SES effects statistical artefacts? Evidence from longitudinal population data

Schools’ socioeconomic status (SES) has been claimed as an important influence on student performance and there are calls for a policy response. However, there is an extensive literature which for various reasons casts doubt on the veracity of school-SES effects. This paper investigates school-SES effects with population data from a longitudinal cohort of school students which includes achievement measures in Years 3, 5 and 7. Estimates for school-SES are unstable under differing model and measurement specifications. School-SES effects are trivial controlling for student- and school-level prior ability. Inconsistent with theoretical explanations, school-SES effects were stronger with weaker SES measures. Furthermore, school-SES effects differ somewhat by achievement domain. Also contrary to expectations, there were school-SES effects on Year 7 achievement in secondary school for the primary schools students attended in Year 5. In each of five domains of achievement, fixed effect models show a small negative effect for school-SES and a small positive effect for school-level prior ability. The large school-SES effects prominent in some research and policy literatures are statistical artefacts.     

股份制成为公有制主要实现形式的启示

党的十六届三中全会提出了要使股份制成为公有制的主要实现形式。这一理论的提出是对所有制实现形式的重大突破。它给我们的启示是:要想理论创新,首先是解放思想,更新观念,在这个基础上对所有制实现形式不断探索,对改革的实践进行科学总结,不断研究新情况解决新问题,从而进一步加深对股份制性质、作用、意义和应解决问题的认识。更好地贯彻落实党的十六届三中全会精神。     

关于广播电视大学开放教育"混合型" 教学模式构建的思考

如何面向学习条件、学习层次、学习背景参差不齐的学习者的学习需要,采用多种远程教育技术手段,多种媒体进行教学,提供完善的、多种内容和多种形式的学习支持服务,建立有利于学习者个别化自主学习的良好环境,是现代远程开放教育教学模式改革能否取得成功的关键。     

语料库偏误研究现状及新疆少数民族习得汉语语料库偏误分析研究的价值

通过对语料库偏误研究现状的描述及对新疆少数民族习得汉语语料库中偏误现象的分析研究,发现语料库中偏误现象的普遍性,阐明了偏误研究的价值：从理论上说,可以发现学习者语言习得的规律并深化我们对偏误的认识;从实践上说,可以帮助我们预测和避免偏误,提出相应的教学对策,指导教学。     

Alleviating or exacerbating disadvantage: does school attended mediate the association between family background and educational attainment?

ABSTRACT

Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores.     

The development of students' justifications for their positions regarding two theoretical models: Electron cloud or sodium chloride crystal—After engaging in different learning activities

The purpose of this study was to explore high school students' ideas regarding two theoretical scientific models, either electron cloud or sodium chloride crystal, in the context of active learning in small groups. Conversations among peers regarding these models took place during two types of active learning activities: small-group discussion and whole-class debate. The study was conducted in four different high school classes, each of which was in a different school for girls in Oman. The study included 108 grade 10 female students. Two of the classes discussed the electron cloud and the other two classes discussed the sodium chloride model. Qualitative data included students' written responses to prompts, class worksheets, and field notes of student ideas in class debates. In each class, the teacher used a teaching sequence during which the participants expressed their justifications for their positions in writing regarding the particular model on five different occasions, as they progressed through three interactive small group learning activities. The participants' written responses were analyzed using a coding scheme comprising of eight different categories describing the participants' type of justifications regarding the theoretical scientific models: nonsense, approval, mental, experimental, appreciative, external, structural, and modeling. The findings indicated that participants' justifications for their positions regarding theoretical scientific models tended to change over time following each group learning activity. Participants focused their discussion more on external factors, such as the teacher, textbook, religion, and media, after discussions with peers in small groups. In contrast, later their attention focused more on the submicroscopic structural orientations of the model under study during and after engaging in a debating activity. The researchers reasoned that the nature of cognitive demands during each type of active learning activity might play a role in this regard. However, further research to advance the understanding of this phenomenon is needed.     

多理论视角中的设计研究：模式与范例

学习现象的复杂性和学习研究的跨学科性决定了设计研究的多重性,其研究的理论宽度可以扩展到发展心理学、认知科学、文化心理学和文化人类学等多学科的宽广视域并可在多理论间穿行整合,因而建立单一模式来描述设计研究是不明智的。学习科学所进行的设计研究其核心目标在于跨越模式界限,促进持续的教育革新,最终走向多领域协同一致的学习研究,实现对学习在理论与实践上的更富生力的理解与革新。     

结合新教材看语文练习活动设计的偏误

练习是语文实践的重要途径,而我国语文教材编写对练习部分的研究一直未予以足够重视。语文教材中的练习活动在设计理念上主要有三种误解,而在组织策略上也呈现出目的不明、形式单调、过程笼统和序列混乱等不足。只有纠偏改误,才能提高语文教材质量。     

“无限全称命题概率为0”问题与归纳概率逻辑

分析卡尔那普以及波普尔得出\"无限全称命题概率为0\"结论的原因,介绍欣迪卡α-λ二维系统和宁尼鲁托K维系统的基本概念和主要结果.指出\"无限全称命题概率为0\"是归纳概率逻辑发展早期由于理论不成熟而产生的问题,这个问题在20世纪70年代已经解决.说明归纳概率逻辑与归纳推理的关系.     

若干有偏估计的后验Fisher信息比和后验似然距离统计量(英文)

本文通过后验对数似然函数,提出了若干有偏估计的后验Fisher信息比和后验似然距离统计量。这些统计量解决了模型扰动对有偏估计的影响度量问题。     

Where do we start? A proposed post-disaster intervention framework for children and young people

The impact of disasters on the mental health, well-being and social inclusion of children and young people is well established. However, there is very limited evidence about effective community-based interventions to support positive outcomes. In this paper, we review the empirical and theoretical evidence and propose a conceptual framework to guide longer term community-based interventions, modified from an already developed multidimensional framework for refugee integration. We demonstrate its relevance, with some adjustments, through alignment with the disaster literature, particularly as it relates to children and young people. We also pilot the framework by applying it to an analysis of the services and initiatives delivered to support children and young people following the 2009 Victorian bushfires in Australia. The results suggested a concentration of funding on individually oriented, mental health programmes targeting secondary school-aged students. This may indicate under-resourcing of initiatives for younger children. There also appeared to be very limited inclusion of programmes aiming to re-establish a sense of safety and stability. Despite recognition of the important role of schools in supporting children and young people post-disaster, the analysis of initiatives indicated there was limited external funding support for school-based programmes. There were promising indications of programmes providing opportunities for children and young people to develop citizenship in the post-disaster recovery context, and scope for this to be extended to preparedness and response roles.     

理论心理学研究的理论功能

理论心理学的研究主要涉及两个方面的内容:一是对心理学研究对象和研究方式的理论预设或前提假设的哲学反思;二是对心理学研究对象的理论描述、理论解说和理论建构。理论心理学研究的最为基本的和最为直接的功能,是对当代心理科学发展的引导和促进的作用。具体体现在:其一,构建心理学的理论基础,强化心理学的基础研究;其二,促进心理学的理论创新,搭建心理学的创新平台;其三,推动心理学的学科统一,提供心理学的统一前提;其四,强化心理学的应用,实现心理学的社会价值。     

简析康德的批判哲学体系

康德的三大批判第一次构建了人类知识的完整体系：知识体系、伦理体系、艺术体系。在认识论领域,确立了理性的主体地位,实现了“哥白尼式的革命”,完成了从认识对象到认识主体的转变;在道德领域,通过探讨自由与自然的关系,确立了以自由和责任为核心的伦理学体系;在审美领域,认为美与美感都属于人的判断力问题,判断力最完美最自由的体现就是审美,美学因而也获得了独立的地位。