办公自动化课程教学中有效促进学习迁移的方法

学习迁移在办公自动化课程教学中非常重要。实践证明,倡导“素质教育”,必须学会关心。提高教学效果,有效促进大学生学习迁移的方法,确立合理的教学目标,精选教学材料,合理编排教学内容,有效设计教学程序,教授学生学会学习,评价和反思教学过程。     

以人为本:高校德育创新的时代回应

高校德育的主要目的在于提高学生的道德素质,培养学生的道德意识,实现理想的道德境界,帮助学生形成普遍的、完善的道德人格;其根本任务是启发人的自觉性,调动人的积极性,激发人的创造性;其本质是把自然的人转变为社会的人,因而高等学校必须确立以人为本的德育理念,并在德育工作的各个方面加以体现。具体而言,就是德育观念要体现以人为本,德育内容要体现以人为本,德育目标要体现以人为本,德育过程要体现以人为本,德育方法要体现以人为本,德育评价要体现以人为本。     

加强会计监督的思考

在我国向市场经济转轨过程中,出现很多会计信息失真的情况,会计监督存在着严重的问题,要加强和完善会计监督职能,必须从加强法律体系建设、建立健全企业内部会计监督机制、加强单位领导人的监督责任、加强外部监督、培养高素质的会计人才等几方面着手。     

论第一人称叙事中的转述结构

第一人称转述的结构是经常被采用的叙事视角,这一类型文本从结构上可以划分为序幕式结构、书夹式结构和复现式结构三大类。结构内部涉及叙述时间与被叙述行为发生时间的跨度、套层结构中第二叙事层的视角以及叙述内容信息来源不同等问题,与叙述的主题和内容相配合。第一人称转述结构不仅起到整体架构的作用,而且便于叙事人更好地控制叙述距离和节奏。并在心理上增加读者的接受度和文本的可信度,是一种有效的艺术创作手段。     

论有限责任公司股权转让制度

股权转让是指公司股东依法将自己的股份让渡给他人,使他人成为公司股东的民事法律行为。依据不同的划分标准,股权转让有多种类型。有限责任公司股权转让制度一方面要遵循股权转让自由原则,另一方面也要接受对股权转让自由的限制。因为现有公司股权转让机制的不完善,股权转让异化,导致有限责任公司在股权转让时会产生多种利益冲突,这就要求股权转让制度的设立既要保护股权人的转让股权自由,又要兼顾公司利益、其他股东利益和拟出让股东利益三方面利益的均衡。     

论人的可能性的教学范式转变

人的可能性一直是被教学所遗忘的人学立场,这样的教学人学观铸就了一种既定、预定教学范式的滥觞。无疑,这种教学范式是对人的可能性的最大程度的挤压和排斥,而实际上．人之为人的主要特征就在于其自身拥有着无限的可能性和超越性。还原人自身的本质特征。进一步解放人本质的可能性,应在师生关系、教学目标以及教学的过程等几方面进行转变。     

Does it matter how Molly does it? Person-presentation of strategies and transfer in mathematics

Educational materials often present general concepts or strategies via specific people. Although this practice may enhance interest, it may also have costs for learning and transfer. Linking a strategy to a person (e.g., “Molly’s strategy”) could result in narrower transfer because students infer that the strategy is specific to the person, rather than a general strategy they should adopt. The present study tested this hypothesis among middle school students (N = 191) who learned a novel strategy for solving a mathematics story problem. For some students, the strategy example was presented via a specific person, and for others it was not. Students then solved posttest problems and rated the generality of the strategy. Students who saw the example without the person were more likely to transfer the strategy to new problems, and this effect was mediated by students’ perceptions of the strategy’s generality. Thus, associating information with a person substantially limits the extent to which students transfer their knowledge.     

A Methodology for Determining the Transferability Rate of Courses

For transfer students, the transfer of credit between institutions creates a barrier to graduation as students’ time and money is ultimately wasted when courses do not successfully transfer as credit applicable toward degree requirements at the receiving institution. Understanding the extent to which courses at your institution transfer to other institutions is the first step to increase the transferability of courses and, ultimately, ease this barrier. We created a process for utilizing the enrollment data from the National Student Clearinghouse to identify a subset of institutions to which large numbers of our former students transferred in the past three years. Then, for these institutions, we recorded course transfer equivalency information from the Michigan Transfer Network website and several other sources. To determine the transferability rate of courses, a coding system was created to increase consistency in the identification of a course as transferable. The detailed methodology for this transferability analysis will be discussed. Finally, we will discuss the ways in which we use the transferability rate to better understand course characteristics in relation to transferability.     

The Problem of Transfer,and the Sociocultural Critique of Schooling

It is often suggested that transfer is central to our system of education. Yet transfer has proven hard to define, difficult to investigate, and perplexingly controversial. This article compares 1 of the earliest critiques of transfer- Dewey's (1916)-with 1 of the most recent-Lave's (1988)-to explore how the debate over transfer is linked to competing views of the goals and aims of schooling. It is proposed that if sociocultural theory is to make good on its critique of schooling, it must be extended in 2 respects: in its ontology of the person, and its conception of the society in which we live. A preliminary sketch is provided of each of these extensions, to develop the sociocultural suggestion that learning and schooling both involve transformation of the person. The debate over transfer rests on but obscures divergent views of the goals and aims of schooling. Both critique of schooling and calls for school reform presuppose conceptions of the kind of person we want children to be, and the kind of society we wish to foster.     

The Counselor Culture and Client-Centered Practice

Filters or sources of distortion inherent in the counselor culture can diminish the counselor's ability to understand a person asking for help. A counselor's role, theoretical orientation, work context, and personal experience influence the interaction between counselor and client so that the client may not be the center of the counseling process. Remedies to reduce such distortions include heightened awareness of the filters' existence, participation in supervision in which counselor and supervisor have access to the same client, and research to establish empirically the presence and effects of various filters on counselors' views of clients.     

A theoretical framework towards understanding of emotional and behavioural difficulties

Children’s emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework to interpret students’ emotional and behavioural difficulties in schools, by taking into consideration teacher–student relationships, students’ social and emotional skills and classroom context. Based on Bronfenbrenner’s bioecological model, according to which process, person and context are the main sources of children’s development, the current paper combines three theoretical approaches: firstly, in terms of process, the systems communication approach referring to teacher–students’ relationships; secondly, in terms of person, the Social and Emotional Learning, which refers to children’s social and emotional competences and skills; and thirdly, in terms of classroom context, the achievement goal theory, with emphasis on mastery classroom goal structure. The derived framework provides a means to capture the dynamic multidimensional process through which emotional and behavioural difficulties arise. This perspective provides educators with a comprehensive theoretical and practical preventative tool for emotional and behavioural difficulties.     

The Formation of Identity: The importance of ideals

In the formation and composition of what might be termed personal identity a key but often neglected aspect is ideal identity. While comprising aspirations rather than realities, it makes a major contribution to the definition of self-identity. It does this as a result of: (a) clarifying what kind of person the individual wishes to be; and (b) an interrogation of how she sets about achieving her ideal identity, intimating what kind of person she is at a particular moment by virtue of the way in which she strives to achieve her ideal. The article argues for a re-appraisal of the notion of ideals in education and for its reinstatement as a significant feature of education. Indeed, we argue, children cannot avoid ideals--they are presented to them everyday from a wide variety of sources. But these sources or the ideals that they promote are not necessarily good for the child's well-being or for her fellow citizens. Consequently, teachers as moral agents have an important role in assisting children to acquire ideals that do meet such a criterion of goodness in addition to helping them reflect critically on the range of ideals they may encounter in their communities and society.     

Accounting for Aberrant Test Response Patterns Using Multilevel Models

Hypotheses about aberrant test-response behavior and hence invalid person-measurement have hitherto included factors like ability, gender, language, test-anxiety, and motivation, but these have not previously been collectively investigated with real data, or with multilevel models. This study analyzes the effect of these factors on person aberrance using a real mathematics assessment data set under the framework of a two-level (person and classroom) hierarchical model. The results suggest that higher-scoring pupils, and, to a lesser extent, second-language learners are significantly more often aberrant. But more importantly, we find that the classroom makes a significant contribution to person aberrance and conclude that studies that investigate the sources of person aberrance with real data should model the classroom as well as individual levels.     

合同与第三方

当合同明确地要使第三人或第三方受益时，如果违反合同，第三方受益人有权起诉，附带受益人也得益于合同的履行，但是，合同当事人本意不是要给受益人利益，这种附带受益人无权就合同起诉，转让是转让人把合同的利益转让受让人，只要是明确地表示了转让的意思，转让就可以成立，不需要一定有对价，履行的权利是可以转让的，除非转让增加了履行的负担，或合同的履行水及私人服务和履行人信用时，合同项下的履行义务，如果不涉及个人技术因素或要由原始合同的当事人来判断履行是否适当，就可以转移给他人履行；是否通知了有关人，不影响转让的成立。     

Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents’ problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific task-selection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and relatively easy to implement method for improving students’ self-regulated learning outcomes. Importantly, our data suggest that the effect on task-selection skills may transfer beyond the trained tasks, although future research should establish whether this also applies when trained students perform novel tasks themselves.     

关于教育主客体关系的理论与实践思考

教育的任务是促进人的发展,包括人的主体意识的形成和主体能力的增强。教育强调人的主体地位,重视学生的主体性,从理论上摆脱了把学生作为“物”的客体地位,使师生在教学过程中真正建立起“人”与“人”的平等、和谐关系,对建立“以人为本”的教育理念,开展科学健康的教学活动,实施素质教育,实现人的全面发展具有重要的现实意义和指导意义。     

“Noticing” as an Alternative Transfer of Learning Process

As transfer researchers have begun to investigate a broader range of phenomena, they have correspondingly put forward new processes to provide explanatory accounts for the occurrence of transfer. This move coincides with a call to acknowledge the contribution of social interactions, language, cultural artifacts, and normed practices to the generalization of learning. In this article, we posit “noticing” as a plausible transfer process and investigate both individual noticing and the social organization of noticing via the focusing framework. Specifically, we relate the nature of students' reasoning on transfer tasks with what students notice mathematically in classrooms when many sources of information compete for their attention, and then we account for noticing as socially situated in classroom discourse practices, features of mathematical tasks, and the nature of mathematical activity.     

博士官与秦代文学

博士官是秦代国家图书的主管者、政治事务的参议者,担当了后世文馆学士的某些职任,可视为秦代版本的文馆学士。以此为依托而建立的秦代博士制度是唐宋学士制度的远源之一。秦始皇令博士官以文学身份待诏宫廷,最早开始了文臣从驾奉诏作诗的尝试,说明秦代博士还兼充文学侍从、词臣角色。他们从驾期间创作了我国文学史上最早的一组游仙诗,时代要早于汉武帝立乐府好多年,在诗歌题材上具有开创性。总体上看博士官是秦代文学的建设者,他们丰富了秦代文学的作者谱系、创作方式、作品内容。     

Effects of person versus process praise on student motivation: stability and change in emerging adulthood

This study examined the effects of person praise and process praise on college students’ motivation and how these effects change as students progress through their undergraduate years. Hundred and eleven college students worked on three puzzle tasks and received either person praise, process praise, or no praise. Following subsequent failure, students reported on their intrinsic motivation, perceived competence, performance attributions and contingent self-worth. Results indicated that process praise enhances intrinsic motivation and perceived competence more than person praise, and that these effects vary as students advance toward their degree. While person praise decreased motivation for sophomores and juniors, process praise increased motivation for seniors; freshmen reported no significant differences in their motivation. Implications for classroom practice and the need for research that considers developmental differences within college samples are discussed.     

Lombroso's Legacy: The Miseducation of Criminologists

This study examines the extent to which criminal justice and criminology Ph.D. students are exposed to contemporary biological and genetic findings associated with aggression and violence. Drawing on multiple sources of information, we find little evidence showing that Ph.D. students are exposed to any biological research on crime and offending. We examine the consequences for this “trained incompetence” and offer suggestions for remedying this deficiency.

If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind. (John Stuart Mill)