论钢琴演奏的触键方法

钢琴触键是表达音乐最重要的因素之一,运用丰富多彩的触键,是钢琴演奏者必须掌握的基本技巧,如何正确的掌握钢琴触键技巧,使钢琴的声音丰满圆润,为钢琴作品的表现更好地服务,使内心情感的表达更加丰富,是每个钢琴学生要引起重视的问题。     

素质教育实施的两个关键点

素质教育的主体是教师和学生，因此，素质教育必须以人为本。实施素质教育的关键在于提高教师素质和构建学生主体性两个方面。只有高素质的教师，才能培养出高素质的学生；只有构建学生的主体性，才能提高学生的整体素质。     

Benchmarks and quality assurance for online course development in higher education

As online education has entered the main stream of the U.S. higher education, quality assurance in online course development has become a critical topic in distance education. This short article summarizes the major benchmarks related to online course development, listing and comparing the benchmarks of the National Education Association （NEA）, the benchmarks of the American Distance Education Consortium （ADEC）, the benchmarks of the American Federation of Teachers, and the benchmarks of the Quality Matters project. In doing so the author hopes to promote awareness of and commitment to quality assurance in online education.     

Learning to Learn From Data: Benchmarks and Instructional Communities

This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders.     

Leadership and Strategic Management: keys to institutional priorities and planning*

Allocating and managing resources have always been important cornerstones of institutional leadership. Institutional resources include financial, physical and human components. Even in the best of times, it is a challenge to do this effectively. In times of diminished and shrinking resources, distributing these precious commodities across the institutions in the most equitable and productive manner is fraught with complications. As higher education funding streams expand and present more options, they also create new challenges. Leaders today must be well-versed in the emerging realms of philanthropy and entrepreneurialism. Beyond monetary resources, leaders and senior managers must monitor and understand the external environment in order to make discerning decisions about the viability of further infrastructure investments because of changing student demographics or the complexities of personnel within the dynamic culture of social organisations. This article will stress the need for leadership and an institutional planning process as essential prerequisites to effective resource allocations. Portugal will also be discussed as a case study.     

FACULTY WORKLIFE: Establishing Benchmarks Across Groups

Pressures on colleges and universities have spawned numerous studies to improve our understanding of faculty and their worklives, including examinations of faculty satisfaction, morale, motivation and productivity, reward, and retention and turnover. In response to external pressures for improved accountability in higher education, institutional leaders seek to identify outcome measures and generate benchmarks that can be used to assess change over time. The purpose of this study is to propose a structural model of faculty worklife and to test its generalizability by examining possible differences in the model across three cross-sectional samples of probationary faculty at a major research university. Identified trends in faculty perceptions about their worklife over time can be used as benchmarks to aid institutions in retaining faculty by monitoring and improving aspects of their worklives.     

也谈“一题多解”

＂一题多解＂是培养学生各种能力的好方法.教学实践中,要注意让学生扩大知识面,做好解题总结,提高判断能力,形成创新思维的习惯,通过＂一题多解＂的练习,使学生思路开阔,对各种问题能从更深层次去考虑.     

将素质教育思想融入数学教学之中

高等数学是电大开放教育财经、理工专业的一门基础必修课。在开放教育数学教学中,必须充分发挥数学课程的实用、思维、德育、美育等功能,注重数学思想方法教学,运用多种教学方式,培养学生思维能力和自主学习的能力。     

Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute

Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education.     

Language skills and cognitive processes related to poor reading comprehension performance

Eleven tests were administered to 20 high school readers with learning disabilities (LD) and 20 controls. The objective was to examine the relation between reading comprehension performance and performance on tests of language skills and cognitive processes. As a whole, the performance of the group with LD was significantly below the performance of the controls on all measures. However, the variance on nonverbal tests was greater for the group with LD than for controls; some individuals with learning disabilities performed as well as the controls. Results are discussed in terms of how performance deficits are amenable to remediation by instruction.     

Mentoring in the virtual organization: keys to building successful schools and businesses

Mentoring can take on a whole new perspective when people have a common goal but are in different physical locations. The benefits of virtual mentoring, in other words, mentoring when the mentor and mentee are not geographically co‐located, and which occurs mainly by electronic communication, can be substantial. They include lowered costs, increased access to mentors, and no limitations on space, time, and location. There are also disadvantages to virtual mentoring. Notable among these is the lack of face‐to‐face communication, something that adds another dimension to understanding the tone and attitude of messages between mentors and mentees. This article not only defines and analyzes the concept of mentoring as performed in the virtual organization but also deals with phases of mentoring and types of mentors used in this relatively new work environment. The synthesis of the literature and the authors’ experience results in a list of keys to successful mentoring in the virtual organization. These are: trust, self‐motivation, flexibility, communication skills, and technological skills. In addition, implications for worldwide mentoring are discussed.     

“有效”教学：内涵思考与实施要点

"有效"教学是优质教学的基石,其核心是学生的进步和发展。"有效"教学的实施要点有:改变学习方式是"有效"教学的着力点;善处动态生成是"有效"教学的关注点;引导帮助学生是"有效"教学的支撑点。     

企业专业化与集成管理—中国企业的两把金钥匙

随着改革开放的不断深入,中国的经济已有短缺经济转变为过剩经济,中国经济的调整由水桶理论决定的关键行业的调整变为全国宏观的经济结构的调整,企业竞争的环境日趋完善,人民的消费持续低迷。随着中国加入世贸组织,中国的企业该采取何种措施来应付日渐激烈的国际国内市场呢?能解     

Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data

Web searching for complex information requires to appropriately evaluating diverse sources of information. Information science studies identified different criteria applied by searchers to evaluate Web information. However, the explicit evaluation instructions used in these studies might have resulted in a distortion of spontaneous evaluation processes. Accordingly, the present study compared explicit evaluation instructions and neutral thinking-aloud instructions. Data from thinking-aloud protocols, eye tracking, and information problem-solving were collected from 30 participants equally distributed to two experimental conditions, that is, the Instructed Evaluation condition and the Spontaneous Evaluation condition. Instructed evaluation, as compared to spontaneous evaluation, resulted in more verbal utterances of quality-related evaluation criteria, in an increased attention focus on user ratings displayed on Web pages, and in better quality of decision making, although participants in the Instructed Evaluation condition were not able to better justify their decision as compared to participants in the Spontaneous Evaluation condition.     

Accounting for Student Attrition in Power Calculations: Benchmarks and Guidance

Abstract

Although the research methodology literature includes empirical benchmarks for effect sizes and intraclass correlations to help researchers determine adequate sample sizes through power analysis, it does not include similar benchmarks that would assist proper planning for attrition. To help fill this void, this paper describes how researchers can incorporate student attrition in power analyses and provides empirical benchmarks for the amount of attrition one might expect when conducting a school-based study that follows students over multiple years. The paper incorporates parameters for student attrition in common minimum detectable effect size calculations, presents attrition benchmarks based on student mobility rates in nationally representative longitudinal surveys, and presents benchmarks based on a synthesis of published evaluation studies. The paper includes a demonstration of how researchers can use the attrition benchmarks to take student attrition into account in a power analysis.