Science education: A meta-analysis of major questions

A multi-institutional endeavor was initiated to integrate the findings of extant research studies directed toward the major science education research questions. The research questions were selected by a largely empirical process of identifiying the most frequently researched questions in the literature. These questions were assigned to various researchers who developed coding sheets and procedures with many features in common. This article describes the overall operation of the project, the research questions identified, and some rudiments of meta-analysis. The results of the several meta-analysis are reported in the other articles of this issue of the Journal. The final article in this issue deals with research topics for which data are drawn from one or more of the separate meta-analyses.     

论孙过庭的书法鉴赏观——从"语过其分,实累枢机"被误读的角度

孙过庭在《书谱》中引用了曹植《与杨德祖书》“盖有南威之容,乃可论于淑媛,有龙泉之利,乃可议其断割”语,人多认为应该是肯定性引用。本文根据孙过庭随后所云的“语过其分,实累枢机”,从曹植观点本身的局限性、《书谱》在此处谈的主要是鉴赏,以及曹、孙二人并不具有可比性三个方面,认为孙过庭与曹植在鉴赏的观点上并不一致,孙过庭主张一种能够不囿于所见、透过现象看本质的鉴赏观,并真诚地呼唤“玄鉴”者的出现。     

Comment and summary: A mine of possible applications

Summary In summary, then, what have the contributors said? They have impressed upon us the need for analytic, dimensional study of audiovisual devices. This recommendation comes especially from Glaser and Postman. To this recommendation Kendler would want to add: the analytic study should be theoretically oriented. In this latter recommendation, Luchins would probably concur, though his theory will be different, influenced as it is by Gestalt tradition and by his great concern for process. Luchins’ concern is a well-placed one, and one of the signal contributions of Gestalt theory to the study of learning has always been its insistence on such concern. The kind of stimulusresponse theory espoused by Kendler is also concerned with process, and a working together of stimulus-response mediation theory and Gestalt theory, it seems to me, is quite possible. McDonald reminds us not to neglect the motivational properties of audiovisual devices. This, indeed, may be their specific function. Even when it cannot be demonstrated that they directly produce learning which is better, or more efficient, or more productive of understanding than learning by ordinary classroom procedures, they still may have an advantage in motivating interest and in providing something like stimulus predifferentiation     

Levels of questions: A framework for the exploration of processing activities

This article examines the research on different levels of questions inserted in prose. The first section defines the level of questions and presents a number of theoretical issues important to the research. The second section discusses a number of methodological issues which arise in the studies, such as inadequate directions to subjects. The final section provides recommendations for further research.     

评曹操

曹操是中国传统文化概念中的一大奸臣,这往往指的是曹操的"挟天子以令诸侯"以及他个性中不拘小节、放荡不羁、敢说敢做的特点.真正的曹操在许多方面都表现出了他作为一个杰出政治家的卓越才能及独特的人格魅力.     

The meaning of student inquiry questions: A teacher's beliefs and responses

This research explores an American high school chemistry teacher's perspective on the meaning of student questions that originate from curiosity and engagement with subject matter. Ethnographic analysis of a teacher's reflective processes and decision-making approach suggests that questions hold contradictory meanings as powerful, conflicting pressures come to play in the everyday patterns of classroom discourse. Although thoughtful intellectual questions are valued as indicators of student attitudes and understandings, they nonetheless create an interruption to the normal flow of things. To the teacher, such interruptions pose threats to his control of classroom events and his ability to cover the content of his course. Although science educators might enthusiastically endorse the idea that classrooms should be characterized by a spirit of inquiry in which student questions are encouraged and respected, findings suggest that it can be difficult for this to happen in actual schools where particular teachers face specific institutional curricular pressures.     

Disclosing self to friends and family: A reexamination of initial questions

This study reinvestigated questions raised by Sidney Jourard in the initial stages of research on self‐disclosure. Using new conceptualizations and measures, this study attempted to assess the viability of previous research conclusions. The study specifically investigated the effects of discloser sex, topic of disclosure, and the target of disclosure on five dimensions of reported self‐disclosure. With 104 undergraduate volunteers as subjects, 2 × 2 × 2 (sex by topic by target) analysis of variance and follow‐up tests revealed that disclosures to both parents were more positive but less honest, frequent, and intimate than to best same‐sex friend. Topic affected or interacted to affect three of the dimensions of disclosure while the sex variable interacted to affect only one. These results provide little support for the conclusions drawn by Jourard. Evidently, topic and target now function as constraints on the ways individuals reveal information about themselves.     

论高等教育学生资助的思想根源及方式选择

政府，社会组织和个人不同利益主体资助大学生各有相应的思想基础，在我国不同历史阶段学生资助理念呈现出不同的特点，在现阶段，政府在高等教育学生资助中具有重要意义。在学生直接资助中，“赠予性资助”，“推迟付费性资助”是两种常用的资助概念，包含了各自不同的资助方式，各有其利弊，结合国际大学生资助的发展趋势和我国的实际情况，在我国应选择以贷学金为主的混合资助方式。     

独特的黑人女性主义：评莫里森的小说创作

托妮.莫里森在其四十年的创作历程中,坚贞不渝地进行着非裔女性主义书写。她的九部小说作为一个整体构成了黑人女性在性别、种族、文化层层罗网之下的历史性的宏大叙事。文章运用黑人女性主义和叙事学理论,以莫里森小说创作的叙事主题为切入点,从宏观角度分析莫里森九部小说在主题上的叙事关联,在明晰其创作思想的连贯性的同时,分析她对当代美国黑人女性主义理论的发展所做的贡献。