改革我校物理实验教学 培养学生原创力

大学物理实验作为高校教育的基础学科,是一门实践性较强的课程,是我校理工科学生进入大学学习的第一门实验课,教学目的不仅是让学生验证和加深理解已学的基础理论知识,也提高学生动手动脑能力,特别是提高与科学技术发展相适应的能力。只有启动了学生原创力,才能使个体用“我的”方式去创造,创造的结果才有原创性。把学习主动权和创造性留给学生,激发隐藏于学生个体中的原创力是大学物理实验教学的重中之重。     

The relationship between political participation intentions of adolescents and a participatory democratic climate at school in 35 countries

In the literature it is expected that a participatory democratic climate is associated with civic and political engagement intentions of adolescents. In this paper we use a three level multilevel analysis to explore these relations: the individual, school and country level. Using data from the International Civic and Citizenship Education Study (2009) from 35 countries, we find that the individual student perception of a participatory democratic climate, especially openness in classroom discussions at the individual level, is positively associated with intended political participation. The teachers’ and principals’ perception of the participatory climate, on the other hand, were not related to the intention to participate. In this discussion we offer some ideas on how this individual level effect might be explained.     

Lifelong learning for facilitating democratic participation in Africa

Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision‐making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa.     

Sources of differential participation rates in school science: the impact of curriculum reform

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five‐year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio‐economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio‐economic status.     

美国家长参与学校教育管理的六项标准

美国的“全国家长教师协会”关于家长参与学校教育的六项标准于1998年5月公布。其内容包括隶校之问的相互交流、开展积极的家庭教育、家长参与对其子女学习的指导与帮助、家长对学校教育的志愿参与、索长参与学校的决策、学校和社区合作等方面以及与其相对应的素质指标和实施步骤。这六项标准不仅对其学校教育管理的规范化和开放化起到了很好的导向作用，而且也标示了其自上个世纪80年代开始的新一轮基础教育改革的态势和走向。     

Parent-child participation in planning children's activities outside of school in European American and Latino families

This longitudinal research used a sociocultural perspective to examine planning competence in the everyday experiences of European American and Latino children from 7 to 9 years of age. Data on children's participation in planning their activities outside of school, parental expectations about children's planning competence, and children's planning in the classroom were collected yearly from Grades 2 to 4 from 140 children and their mothers, and the children's teachers. Results indicate that decision-making practices and parental expectations change with development and vary by ethnicity. Decision making at home was related to children's classroom planning; however, the nature of these relations changed over middle childhood. Results are discussed in terms of cultural and parental contributions to the development of planning skills.     

论社会主义政治文明视域中有序民主的政治参与

政治文明从总体上讲是人类政治上所取得的进步成果。在社会主义初级阶段,社会主义政治文明体现为有序民主的政治参与。本文试图从政治参与和社会主义政治文明的概念入手,分析有序民主的政治参与的历史必然性,并深入探讨有序民主的政治参与对社会主义政治文明的促进作用,积极发展有序民主的政治参与。     

Computers and school reform

Part of the vision of school reform is to reconstruct schools as learning communities in which students and teachers pursue topics of interest. Computers can provide powerful tools for students in learning communities where inquiry, data gathering, interpretation, thinking, and judgment take place. Changing beliefs in educational goals and great support for teachers will be necessary if we are to realize the potential of computers in restructured classrooms. The greatest possibilities exist in new Professional Development Schools, where university faculty join school teachers in joint efforts to restructure learning environments. New evaluation procedures are also needed if competencies associated with information retrieval and use are to be assessed.     

Ecologies of participation in school classrooms

The concept of legitimate peripheral participation was developed by considering informal learning contexts. Its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in ‘usual school mathematics’ classrooms. By considering the nature of social practice, learning relationships, identity and participation in such classrooms in relation to legitimate peripheral participation as a construct, both these features and the construct itself are explored and critiqued. To understand the complexity and multidimensionality of participation in both formal and informal learning contexts, the concept of ecologies of participation is proposed.     

Health in school: stress,individual responsibility and democratic politics

Cultural Studies of Science Education - According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of...     

Unleashing student potential through democratic participation in decision making: controversies and prospects

The idea of students participating in decisions that affect them as individuals, organisations and/or communities is recent and urgent. The participation of students in decision making has gained global support, yet it does not seem to be regarded as a main vehicle for promoting democracy in educational institutions. This conceptual paper aims at demonstrating the difficulties perceived to hinder student participation in educational institutions. It further proposes strategies that may favour the increased and improved involvement of students in decision making processes. The reviewed literature on student participation informing this article highlights positive outcomes from engaging students as decision makers in education.     

A framework for assessing mathematical creativity in school chilren

In spite of the neglect of the study of creativity specifically within the subject of school mathematics, the notion of creativity is apparently considered by many mathematical educators to be relevant and important in terms of children doing mathematics. Some of the research and literature associated with creativity in school mathematics, mainly from English speaking countries, is reviewed. Particular attention is given to attempts to assess creative ability in school mathematics. Two key aspects emerge: the ability to overcome fixations in mathematical problem-solving, and the ability for divergent production within mathematical situations. It is proposed that these might form the basis for a framework for fostering and rewarding mathematical creativity in schoolchildren.