The Illusion of Linearity: Expanding the evidence towards probabilistic reasoning

Previous research has shown that – due to the extensive attention spent to proportional reasoning in mathematics education – many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are not applicable. This phenomenon is sometimes referred to as the ‘illusion of linearity’. For example, in geometry it is known that many students believe that if the sides of a figure are doubled, the area is doubled too. In this article, the empirical evidence for this phenomenon is expanded to the domain of probabilistic reasoning. First, we elaborate on the notion of chance and provide some reasons for expecting the over generalization of linear models in the domain of probability too. Afterwards, a number of well-known and less-known probabilistic misconceptions are described and analysed, showing that they have one remarkable characteristic in common: they can be interpreted in terms oft he improper application of linear relations. Finally, we report on an empirical investigation aimed at identifying the ability of 10^th and12^th grade students to compare the probabilities of two binomial chance situations. It appears that before instruction in probability, students have a good capability of comparing two events qualitatively, but at the same time they incorrectly quantify this qualitative insight as if the variables in the problem were linked by a linear relationship. Remarkably, these errors persist after instruction in probability. The potential of this study for improving the teaching and learning of probability, as well as suggestions for further research, are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

“中国”“美国”“巴西”数学教材“比和比例”内容的比较研究

选取中国、美国、巴西的6年级较主流数学教材,比较教材中“比和比例”的相关章节．3个国家教材的问题定位、认知需求问题的分布和结构均较为相似,组织方式均为螺旋式非线性,很少涉及信息技术运用和数学史情境．对于“比和比例”的内容应从学生数学学习持续发展的角度给予关注．对于教材编写中问题情境的设计,可以适度增加不同主题间数学情境问题所占比重,对于开放式、半开放式问题的设计与相应学段学生心理发展水平和已有知识经验基础相匹配,寻求非数学情境问题类型的多样化．3个国家的数学教材基于熟悉情境的问题比例较高,基于陌生情境的反思式问题占比偏低．     

美国农村中小学校长成长模式的变革及启示

美国农村中小学校长成长的传统模式存在着入选范围的狭窄与高质量人选的日益匮乏及培养中理论与实践相脱节的弊病,职后面临客观环境的巨大压力与专业发展的缺失而导致中途离职现象日益加剧。政府采取了拓宽入选范围、改革培养模式、提高工资福利待遇与社会地位、促进专业的可持续发展、改革评价机制等措施来促进校长成长模式的变革。     

人性之谜的追寻——对纳博科夫和《洛丽塔》两个谜的解释

《洛丽塔》是纳博科夫在企图表现自己“原始幻觉”的欲望下所创造的白日梦或幻想小说。作在作品中力图去追寻人性中的某种状态或某个形象,并欲将其视为是自己的“我”,从而揭示了人性个体所具有的幻想性和异化性。小说以凸现个体生命为指归,对人类深不可测的灵魂和人性之谜作一次大胆而谨慎的探险,“至深呼唤至深”是它的话语动力,对生存,生命的追问是它的基本态势,“始于性而终于爱”是它的精神向度。     

美国中小学理财教育实施路径研究

理财教育是美国学校课程的一项重要内容,文章把美国中小学理财教育的实施路径归纳为立法、理论研究、课程模式、社会组织参与等方面,以期为美国中小学理财教育的后续研究做好铺垫。     

从中学物理教育探究科学态度及其评价(下)

三、结论与建议 １．主要结论 经过上文实验、分析与对比,可以得出如下结论。 ①《中学生科学态度评价量表》中的各个评价指标得到了我国部分科学教育界人士的认同与支持,符合中国的文化传统和思想认识;而且统计计算过程科学严谨;指标覆盖了态度的三种成分,内容较为完整、丰富,因此在内容效度方面具有一定的有效性。 ②经过样本测试,《中学生科学态度评价量表》与被试的物理考试成绩之间呈现高度正相关,与国外的《科学态度问卷》之间呈现一定的正相关,这进一步说明该量表具有一定的有效性和可靠性。 ③《中学生科学态度评价量表》…     

中小学生课外获得环境知识的不同渠道与其环境意识的关联程度

调查计算表明,中小学生课外主要从环境保护宣传活动和广播电视中获得环境知识的学生在环境意识的各个部分与综合表现明显高于其它渠道,可以认为,环境保护宣传活动和广播电视是课外提高中小学生环境意识的有效方式.     

An explicit and reflective approach to the use of history to promote understanding of the nature of science

Monk and Osborne (Sci Educ 81:405–424, 1997) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component of instruction and a model for how history of science should be used to promote learning of and about science. In the following essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach.

概念图在中小学数学教学中的应用

90年代末概念图传入我国,并在教育领域取得一定的成果。从概念图的内涵出发,以概念图在中小学数学教学中应用的意义和策略展开议论。结合前人的研究成果,试图探讨在中小学数学教学中如何通过构建概念图进行有效教学的问题。     

检视我国商业银行存差放大

结合我国10年来存差的变化,从银行自身和其经营环境分析存差的形成,这其中虽有银行主动选择的因素,也有银行在竞争激烈、资金价格不稳定、客户需求多样化状态下被动接受的因素。存差长期放大的结果极易导致商业银行信贷资金供求结构失衡、盈利水平下降、货币政策传导渠道受阻等弊端,因此应强化信贷业务和其他增值服务并重的观念,顺应宏观调控意图来优化信贷结构;努力拓宽银行主动负债渠道;通过改善金融生态来增加有效的信贷供给。     

CET听力比重增加的必然性及其后势分析

全国大学英语等级考试（CET）自1987年正式实施以来,其听力理解部分的题量和分值比例不断增加,结合我国社会发展及英语教学改革的实际来看,这有其必然性;但这种变化趋势对现实的英语教学改革以及学生的能力发展和成长等方面既有积极影响也有消极影响,要辩证看待。     

The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study

This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post- and follow-up mixed-methods study was carried out with 33 participants aged 13–14?years. The measures were Dweck’s theories of intelligence scale and Prince-Embury’s resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.

This article has been corrected with minor changes. These changes do not impact the academic content of the article.     

从"手"的概念隐喻看中西文化认知的异同

概念隐喻包括两个概念领域:源领域和目标领域。在认知语言学中,隐喻是从较具体的源领域到较抽象的目标领域的映射,隐喻意义是源领域的部分特征向目标领域转移的结果。由于中西方文化认知上的差异,同样的源领域会导致目标领域的不同。但是,文化也是具有共性的,文化的共性也使得同样的源领域有着相同的目标领域。文章从"手"出发,探求它在不同文化背景下的概念隐喻。     

“文史合一”：历史言说的传统维度及其误区——以易中天的《品三国》为例

“文史合一”的学术传统使得中国史学在古代有庙堂、文人、民间三种价值取向,演变至今则蜕变为代表“民间”的戏说、娱乐之风畸形发展。易中天《品三国》打着精英文化的旗号,实际上是“文史”不分的媚俗之说。中国的历史言说应该具有超越性的视角,上升到对历史精神的形而上思考。     

Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance

Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. Remedial & Special Education, 22, 15–21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest–posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students.     

对株洲市城区中学生参与体育活动的态度和动机的调查与分析

利用综合的研究方法对株洲市城区中学生参与体育活动的态度、动机等现状进行了调查与分析。结果表明：中学生对体育活动的态度是比较积极的,具有较强的体育运动倾向,男生对体育活动的态度明显好于女生;在参与体育活动的频度与意识上男生明显高于女生。中学生对参与体育活动的兴趣比较高,对现有的运动项目（如篮球,排球,足球,长跑,羽毛球,舞蹈,乒乓球,体操,武术等）的兴趣比较集中,并且女生兴趣的稳定性要高于男生;保持身体健康和增强体质仍是中学生参与体育活动最主要的目的。     

农村征地拆迁维稳异化思考

农村各方利益冲突的日益增多与农地拆迁过程中的混乱无序,导致农村征地拆迁中的维稳逐渐异化。鉴于地方政府、村级基层组织、普通农户三方在农地拆迁过程中存在着利益的博弈,政府必须转变僵化的维稳观,完善农地制度、规范土地市场,才能实现和而不同的美好社会。     

高等职业教育校企合作办学模式研究

目前高等职业教育校企合作尚处于浅层次水平。其制约因素包括政策因素、体制因素和观念因素。要促进校企合作向纵深发展,应考虑校企合作的纵深发展及校企双方承担的责任与义务,同时还要建立起合作办学的激励、调控、保障和评价机制。     

中英美中小学体育课程设置对比研究

研究主要运用文献资料法、比较研究法,以中英美三国中小学体育课程设置基本理念、课程内容和课外体育活动情况三方面为主要研究对象,对三国中小学体育课程设置进行了对比研究.结果显示：我国实际教学过程中传统教学的方法仍未得到有效的转变,新的教学理念在中小学中尚未得到具体化,没有找到明确的发展方向,传统思想在体育教学中仍然普遍存在;英美两国更具有灵活性和多样性,学校课程安排建立在学生能力、兴趣爱好的基础上,以满足不同程度的学生学习需要,而我国中小学体育课程内容由于教育制度的约束多具有一定的局限性;英美两国中小学学生参加学校体育课外活动的时间远远多于体育课堂时间,而且都是根据学生自主意愿参加,而我国大部分中小学目前课外体育活动相对单一,约束性较强,学生的课外活动时间往往被其他课程及课外作业所挤占.