空间能力性别差异略论

空间能力的性别差异得到众多实证研究的支持。但差异形成的原因却是争论不休的问题。关于性别差异形成的理论假说主要可概括为三类,即强调生物因素的假说,强调环境因素的假说,生物一环境相互作用假说。而各类假说的科学性如何,最终取决于该假说能否同时解释性别内差异和性别间差异。生物一环境相互作用假说能够较好地回答该问题,它是目前比较容易接受的假说。     

在自然科学教学中培养学生的综合能力

在自然科学教学中,教师应注重学生综合能力的培养,具体从培养学生的观察实验能力、思维能力、分析和解决问题的能力上加以落实。     

试论化学教学中培养学生的思维能力

利用化学学科的特点和教材所蕴含的智力因素,优化课堂结构,调动学生求知欲望;加强学法指导,培养学生分析和综合思维能力;拓宽信息渠道,培养和训练学生的创造思维能力。通过抓思维的启发、诱导、训练和发展,以达到培养能力、开发智力的目的。     

Spatial Abilities Training in Anatomy Education: A Systematic Review

Spatial abilities have been correlated to anatomy knowledge assessment and spatial training has been found to improve spatial abilities in previous systematic reviews. The objective of this systematic review was to evaluate spatial abilities training in anatomy education. A literature search was done from inception to 3 August 2017 in Scopus^® and several databases on the EBSCOhost platform. Citations were reviewed and those involving anatomy education, an intervention, and a spatial abilities test were retained and the corresponding full-text articles were reviewed for inclusion. Before and after training studies, as well as comparative training programs, relating a spatial training intervention to spatial abilities were eligible. Of the 2,405 citations obtained, 52 articles were identified and reviewed, yielding eight eligible articles. Instruction in anatomy and mental rotations training were found to improve spatial abilities. For the seven studies retained for the meta-analysis that included the effect of interventions on spatial abilities test scores, the pooled treatment effect difference was 0.49 (95% CI [0.17; 0.82]; n = 11) improvement. For the two studies that included the practice effect on spatial abilities test scores in a control group, the pooled treatment effect difference was 0.47 (95% CI [−0.03; 0.97]; n = 2) improvement. In these two studies, the impact of the intervention on spatial abilities test scores was found despite the practice effect. Evidence was found for improvement of spatial abilities in anatomy education using instruction in anatomy and mental rotations training.     

强化化学实验教学 加强学生能力培养

实验教学是化学教学的重要组成部分和手段。化学教师应结合实际,充分挖掘化学实验教学的教育教学功能。为了培养学生的观察能力、动手操作能力、创新能力和综合分析能力,文章就如何强化实验教学提出几点建议。     

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.     

2006年男篮世锦赛中国队进攻能力分析

通过对中国男篮在2006年世锦赛与参赛对手比赛的技术统计,对中国队在得分能力、助攻、快攻、前场篮板球等方面进行了比较分析.得出中国队进一步确立了高空优势,但进攻战术简单,过分依靠内线,存在"内强外弱"的格局,分析说明中国男篮与对手在进攻能力上有着明显差距.     

小学科学教学中学生创造力的培养

在小学科学教学中,开发学生的创造力途径有:介绍科学发明史、让学生动手实践、培养学生提问的习惯、培养学生的想象力和培养学生的发散思维。     

数学认知能力与语言认知能力的分离现象

在数学学习过程中,数学语言逐步从文字语言中分离出来,相应的数学认知能力和语言认知能力也具有类似的分离趋势.虽然目前的研究还没有涉及到更抽象的数学领域,如基础数学领域,但还是可以得到一个合理的结论:随着所学数学语言的进一步抽象,数学认知能力的发展将更加依赖数学表征能力的发展,而语言认知能力在数学认知能力发展中的作用将变得更为有限.因此,对数学认知的研究是非常必要的,在数学教育中,着重发展数学符号表征能力是非常重要的.     

职业能力及其培养的有效途径

职业能力是指个体通过一系列知识、技能和态度来完成职业任务的能力,其载体是综合性的职业行动,教师需要设计包含完整职业行动这一能力载体的教学活动,才能实现对学生职业能力的培养。职业能力的评价要突破传统以测验结果来衡量的做法,着重考察学生能否在一定情境下有目的地、系统地思考和解决问题。     

美国“科学能力计划”研究概况述评及启示

"科学能力计划"是美国罗格斯大学物理学与天文学教育研究小组在分析物理学科发展史、认知技能分类以及吸收相关科学教育工作者反馈意见的基础上提出学生经过物理课程学习后应具备的科学能力,构建了相应的测评框架用于测评学生的科学能力水平发展状况,采取形成性评价的方式让学生一同参与到评价之中从而提供给学生更多的学习机会,促进了学生科学能力的可持续发展。考察、分析这个计划,可以引发我们深入思考当下学业水平测评机制,对于建构符合我国实际的科学学科能力测评框架具有启迪价值。     

“女扮男装”与明清性别意识

“女扮男装”形象身上兼具了“阴柔美”和“文人化”两种气质,符合女性“文人化”和男性“女性化”的审美需要。当两种倾向发展到明清时被普遍接受,也有其深层的原因。随着两种倾向的发展,“女扮男装”故事到清时也成为一种固定的模式。但传统的性别意识,性别角色又影响了不同性别作家笔下的故事演绎和形象描摹。     

复合型英语人才课程设置及学生综合能力的培养

合理设置课程体系是培养世纪复合型英语人才的关键所在,因此必须加强学生英语基本能力的训练,采21用“英语+某一专业”基本知识和技能的培养模式,通过设置必修课保证主干课程,通过设置选修课拓宽学生的知识面,达到培养学生综合能力的目的。     

The Smarter Sex: A Critical Review of Sex Differences in Intelligence

Although there are no sex differences in general intelligence, reliable differences are found on some tests of cognitive abilities. Many of the tasks that assess the ability to manipulate visual images in working memory show an advantage for males, whereas many of the tasks that require retrieval from long-term memory and the acquisition and use of verbal information show a female advantage. Large effects favoring males are also found on advanced tests of mathematical achievement, especially with highly select samples. Males are also overrepresented in some types of mental retardation. Effects sizes are variable and often large. These differences are generally found cross-culturally and across the life span. The nature–nurture dichotomy is rejected as an interpretive framework. In light of recent findings that environmental variables alter the biological underpinnings of intelligence and individuals actively participate in creating their environments, we prefer a psychobiosocial model for understanding sex differences in intelligence.     

21世纪高工专毕业生科研能力要求刍议

本文着重论述21世纪高等工程专科学校毕业生科研能力要求,主要包括树立科研分类现点和科研内涵概念、科研活动基本能力和其它高层次能力.     

可持续发展能力建设的人学思考

可持续发展思想包含着既要限制人的能力又力图提高人的能力的双重理念，它认为加强能力建设是实现社会可持续发展的基本动力。从人学角度看，可持续发展能力建设包含两方面内容，一是全面提高人的能力水平，二是限制与规范人的能力的运用。     

Spatial Ability: A Neglected Talent in Educational and Occupational Settings

For over 60 years, longitudinal research on tens of thousands of high ability and intellectually precocious youth has consistently revealed the importance of spatial ability for hands-on creative accomplishments and the development of expertise in science, technology, engineering, and mathematical (STEM) disciplines. Yet, individual differences in spatial ability are seldom assessed for educational counseling and selection. Students especially talented in spatial visualization relative to their status on mathematical and verbal reasoning are particularly likely to be underserved by our educational institutions. Evidence for the importance of assessing spatial ability is reviewed and ways to utilize information about individual differences in this attribute in learning and work settings are offered. The literature reviewed stresses the importance of spatial ability in real-world settings and constitutes a rare instance in the social sciences where more research is not needed. What is needed is the incorporation of spatial ability into talent identification procedures and research on curriculum development and training, along with other cognitive abilities harboring differential—and incremental—validity for socially valued outcomes beyond IQ (or, g, general intelligence).     

管理者的素养与能力

管理工作是一门科学也是一门艺术。要有效做好管理工作,就必须提高管理者自身的素养与能力。本文就此主题结合自己学习的体会和多年从事管理工作的实践反思谈一些想法和感受,与同仁们共同切磋与交流。     

Polyvictimization,Psychological Distress,and Trauma Symptoms in College Men and Women

This study examined the relationship between polyvictimization, psychological distress, and trauma symptoms in college men and women. Childhood victimization was common among participants. Regression analyses revealed that polyvictimization (i.e., high cumulative levels of victimization) is a better predictor of psychological distress and trauma symptoms than is any individual category of victimization (i.e., sexual, physical, peer/sibling, child maltreatment, witnessing/indirect, or property crime). Gender did not moderate the relation between victimization and distress and trauma symptoms. Implications for counselors are discussed.     

Anatomy Dissection Course Improves the Initially Lower Levels of Visual-Spatial Abilities of Medical Undergraduates

Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities.