Selected and Classified Bibliography on Comparative Higher Education

The following references represent a selection from among the more accessible, scholarly, and useful works dealing with the aims, nature, structure, curriculum, problems, and issues of comparative education in international perspective. Several titles are in various foreign languages. Acknowledgment is made to Elizabeth Sherman Swing, graduate assistant in comparative education, for her valuable aid in checking bibliographical details and in suggesting titles for inclusion. An earlier version of this bibliography appeared in Education Libraries Bulletin (University of London Institute of Education), Autumn 1969, No. 36, pp. 39-43.     

专利文献在文后参考文献中的著录规则

专利文献种类较多,标识代码较为复杂,文献工作者对这一课题进行研究,积极顺应文献发展的自身规律,简明准确地进行科学的标记,才能便于应用,才能充分发挥参考文献在学术规范中的重要作用.由于专利文献有其特殊性,在文后参考文献中的著录格式,应该根据现有的内容加以科学标引.     

The Effects of Self-Efficacy,Motivation to Transfer,and Situational Constraints on Transfer Intentions and Transfer of Training

An important dimension of training effectiveness relates to how well skills learned during training are transferred to the workplace. The current study examines the effects of several individual characteristics (Self-efficacy, Motivation to Transfer, Training Reactions, Goals for Transfer, and Commitment to Transfer Goal) and Situational Constraints on perceived Transfer Success. LISREL VII (Joreskog & Sorbom, 1989) was used to determine the fit of a mediated effects model of how the variables would affect transfer success. Self-efficacy and Motivation to Transfer were found to be significantly related to transfer intentions (Goal for Transfer and Commitment to Transfer Goal), while Goal for Transfer and Commitment to Transfer Goal were positively related to Transfer Success. The implications of these results for maximizing the transfer of training are discussed.     

Training Transfer and Transfer Motivation: The Influence of Individual,Environmental, Situational,Training Design,and Affective Reaction Factors

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.     

A Comprehensive Model for the Transfer of Training

The transfer of newly learned skills from a training situation to actual on-the-job performance is one of the most important aspects of training design and development, since this process is the ultimate goal of nearly any training session. Based on an extensive literature review in a variety of educational and corporate content areas, the following article presents a model for the effective transfer of newly learned skills from the training classroom to worksite implementation. The model includes three overall stages (pre-training, training, and post-training) and specific strategies in each stage for use by trainers, managers, and other corporate professionals. While useful in a variety of settings, this model should prove particularly helpful to instructional designers and corporate trainers involved in developing instruction to improve the performance of employees at all levels.     

关于高校选调生工作的几点思考

自我国各省、自治区、直辖市党委及组织人事部门开展选调优秀大学应届毕业生到基层培养锻炼以来，取得预期的成效。培养了一大批领导人才，但同时也反映出了选调生在基层的工作也存在着一些问题，本文就目前选调生在基层工作的现状进行分析，并提出了高校在选调生培养，提高质量的思路和对策。     

美国描写语言学理论介评

美国描写语言学派的理论对汉语语法研究的影响很大，对汉语句法分析的影响尤其大。本就美国描写语言学这一学派的理论加以介评。     

Training for Transfer:

No abstract available for this article.     

Measuring the Transfer of Training

This study examined the use of self-report to measure training transfer by comparing three training transfer assessment methods. Applying a framework provided by instructional alignment theory, the study tested the hypothesis that if training transfer is measured by assessment methods that vary in their degree of alignment with the post-training learning assessment, the training transfer scores would be higher as the degree of alignment increased. Instructional alignment is the extent to which stimulus conditions match across instructional components: intended outcomes, instructional processes, and assessment. Three training transfer assessments were administered to 40 telecommunications technicians approximately 60 days after they completed a training course. The moan transfer score for the job performance assessment with high alignment was significantly higher than the two self-report assessments of moderate and low alignment with effect size differences of 0.96 (p < .01) and 0.87 (p < .01), respectively. The mean scores for the two self-report assessments did not significantly differ. This study has implications for the extensive use of self-report to assess training transfer in both research and training evaluation programs.     

教师校本培训转化促进机制研究——有调节的中介模型

培训转化是反映校本培训效果的重要指标,通过构建教师校本培训转化模型并运用结构方程模型对817位参加过校本培训的中小学教师样本数据进行验证,结果发现:培训转化设计对培训转化结果的影响是通过"学习效果→转化动机"这一链式中介实现的,而且学习效果对转化动机的影响受到教师自我效能感的正向调节和工作量带给教师压力的负向调节。因此,在设计校本培训项目时,需要重点关注教师的培训转化动机,以利于"转化式学习"的发生;同时提升教师自我效能感和降低工作量,并可作为增强转化动机的切入点;另外,在对校本培训的评估中有必要增加对"转化动机"的评估。     

中小学教师教育技术能力的培训迁移

提高中小学教师在教学实践中有效应用教育技术的能力和水平是我国中小学教师教育技术能力培训的根本目的。本文在分析中小学教师教育技术能力培训现状的基础上,分析了中小学教师教育技术能力培训中影响培训迁移的影响因素,并结合实际提出了相应的对策。     

《周易》目录学初探

目录之学是我们治学入门的根本途径。《周易》目录学是研究《周易》书目产生、发展情况,它涉及古代知识分子注解《周易》的古籍、近现代学者对《周易》作出各种探讨的著作、论文以及国人用外语翻译和外国人用外语翻译的各种译注。目前,学术界有3部专著、11部辞书和部分论文从目录学的角度对周易文献进行过梳理、总结。通过分析现存《周易》文献,有助于掌握现有周易文献的版本目录情况,有助于了解易学史的发展情况,有助于为治好易学及易学史提供文献材料。     

Perceptions as Measures of Training Transfer

This study investigated the extent to which trainees' perceptions of the applicability of what they learned, gathered immediately after training, can predict their perceptions of actual application of the training six months after they return to the job. It also investigated whether support to apply what trainees learned during training after they returned to the job affected their six‐month perceptions. The study found that in all cases, the six‐month perceptions were statistically significantly lower than the immediate after‐course perceptions. However, using a three‐point Likert scale, with “good” being the highest rating, the actual practical judgments about the training program retained the same rating (good) for the program that received the most job environment support. For the training program that received less support, the decisions made from the initial data and the follow‐up data were different. The initial ratings were “good,” and the follow‐up ratings were “fair.” This study suggests that the immediate after‐course perceptions of training are a reasonable estimate of the six‐month perceptions when there is substantial reinforcement from the home job environment.     

基于培训迁移理论的教师培训项目运行模式构建研究

在培训迁移理论的主导下,创建教师培训项目运行模式的切入点能够整合培训资源,且在注重教师培训感受的前提下,加强培训课程及模式的全面改革与创新,由此能够逐步增强培训课程的针对性与有效性,促进学员之间的有效互动与交流。从某种意义上来说,它能够为广大教师的职业发展提供更多的培训资源支持,并为后续的专业发展带来指导。探讨培训迁移理论的具体内涵,思考影响培训迁移的相关要素,并站在教师层面分析影响教师培训实效的具体因素,然后结合实际情况,创建教师培训项目运行模式,为逐步增强教师培训实效带来指导与帮助。     

我国现代学徒制培训迁移的影响因素分析及其提升——基于培训迁移理论的探讨

培训迁移是评估培训是否成功最直接而有效的方式,现代学徒制培训应重视培训迁移。培训迁移理论认为,学习者个人特征、培训项目的设计与内容、工作环境特征是影响培训迁移水平的三个重要类别。基于学徒制的学习过程理论和培训迁移理论的研究发现,企业导师的指导质量、培训氛围与上级支持、培训内容的有效性、学习者自身特征被认为是影响现代学徒制培训迁移的重要因素。因此,校企双方应深化合作水平,致力于提高企业导师的指导质量、创造支持迁移的学习氛围、提高培训内容的有效性、激发学徒培训迁移的意愿,从而提高我国现代学徒制的培训迁移水平。     

略论陈亮咏物词

陈亮在文学上以慷慨的抗金政治词名世,历来研究者受政治环境及传统观念影响也将研究目光更多集中在了陈亮的这一部分词作上。但陈亮词作中数量最多且艺术成就最高的却是他的咏物词,这一点为历来研究者所忽视。正确分析评价其咏物词,有利于对陈亮整体作品及南宋中前期的咏物词创作有一个更新的认识。