浅谈行为科学与现代学校管理艺术

行为科学把以“事”为中心的管理，改变为以“人”为中心的管理，它为现代教学管理在人际交往、合理地解决教职工的各种需要、有效利用激励机制、培养共同目标和集体意识以及民主诚信等管理艺术方面提供了有益的尝试。     

Differences in Motivation Towards Science Subjects Among Kibbutz and Urban High School Students

This paper study analyzes differences in motivation towards science subjects among kibbutz and urban high school students in Israel. Students' motivational traits in science were explored by a questionnaire whose items corresponded to four motivational patterns: achievement, curiosity, conscientiousness and sociability. The major findings of this study are that a) Kibbutz students were mostly sociability oriented in the learning of science, b) city students were mostly sociability and achievement oriented in the learning of science, c) city students were better achievers than kibbutz students in junior high school, while in senior high school the difference between them was nonsignificant, d) there was a significant increase in kibbutz students' achievement motivation in learning science when passing from junior to senior high school.     

探索我国初中学生学习科学的自主性动机

本研究的主要目的是调查和描述我国初中学生学习科学的自主性动机状态。为了辨明学生对自己学习科学的自主性感知,研究中采用了四个归因变量：学习科学的自主性、科学学习的价值功能、社会控制归因及不明确动机的状态。研究结果表明,我国初中生学习科学的动机中学习自主性扮演着重要的角色。     

Motivation for School Achievement: Measurement and Validation

Abstract

An objective instrument for assessment of motivation for school learning is reported along with evidence of its validity. Rural ninth-grade students in Appalachian Kentucky constituted the sample for studying relation, ships among variables of school motivation, willingness to compete, and achievement in reading, mathematics, and language. Students in general mathematics and in algebra classes were asked to volunteer for an academic type of contest. Later the mean motivation score of volunteers exceeded the mean for non-volunteers significant at the .01 level of confidence. Algebra students’ mean motivation score was significantly higher than the mean for general mathematics students (P > .001). Three months after the motivation scores were obtained scores on the California Achievement Test were collected. Product-moment correlations between motivation scores and achievement scores ranged from .604 to .718.

Although other writers have reported correlations between objective measures of motivation and teachers’ marks, no previous correlations with achievement test results could be found for comparison. Correlations with GPA’s tend to be in the range .32 to .55 which is considerably below the range resulting from this study. Data collected in this project supported hypotheses that the objective measure of school motivation would predict levels of utility for competition and achievement. It is concluded that for the sample of students involved the test presented is reliable and has validity for the prediction of willingness to try and levels of achievement as measured by a standardized test.     

不同班级环境下初中生成就动机研究

目的探讨不同班级环境下初中生的成就动机水平。方法选取320名初中学生,采用《我的班级》问卷以及成就动机量表进行调查。结果1．班级环境各维度以及成就动机在不同年级上有显著差异;2．班级环境各维度分别与成就动机、追求成功动机以及避免失败动机有不同程度相关;3．班级环境各维度对成就动机、追求成功动机以及避免失败动机有不同预测作用。结论班级环境和成就动机在年级上有明显变化,班级环境能对初中生成就动机水平有预测作用。     

Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model

Journal of Science Education and Technology - The effect of the flipped classroom model (FCM) on high school students’ science motivation and achievement in an urban public school was...     

农民体育生活方式形成动力及实现途径

《中华人民共和国体育法》、《全民健身条例》、新农村建设等法规和文件从政策层面要求构筑农民体育生活方式,现代农民的生产劳动特点、我国发展体育人口的使命、农民体质状况、农村留守人员闲暇生活状况是农民体育生活方式的形成动力,加强地方政府职能,落实体育法规、政策,加强宣传和引导,组织开展＂体育三下乡＂活动,结合当地民间传统体育文化,丰富农民的闲暇生活,建立健全农村基本公共服务体系,加强体育场地设施建设是农民体育生活方式的实现途径。     

School Chemistry vs. Chemistry in Research: An Exploratory Experiment

This report describes a study which explores, from the out-of-school student viewpoint, why students are not studying chemistry anymore. In a 2-day stay at a research institution three groups of graduating high school students from different schools, together with their chemistry teacher, were confronted hands-on with molecular modeling in industry and in university. Each of these volunteer students had agreed to write an essay on School Chemistry Vs. Chemistry in Research. These essays were evaluated together by the students, the teacher, and the researcher in a meeting at their school. The opinion of the students show that school chemistry does not convey today's chemistry in research and in industry. At the computer screen the students demonstrated their skill in performing molecular modeling experiments. Moreover, at the computer screen, chemistry was fun and easier to understand. Now we begin to see the solution: our students are also our teachers.     

2006年全国高中数学联赛安徽赛区预赛

一、选择题(每小题6分,共36分) 　　1.正数列满足a1=1,a2=10,a2nan-2=10a3n-1(n≥3).则a100的值为( ). 　　(A)1098(B)1099(C)10100(D)10101 　　2.已知lg x的小数部分为a.则lg1/x2的小数部分为( ). 　　(A)-2a (B)1-2a 　　(C)2-2a (D)以上都不正确 　　……     

新一轮学院制改革的动力与路径探析

新一轮学院制改革是高等教育发展的基本需求,改革的难点在于教育资源的重新分配,改革的基本路径就是要重塑大学的办学理念,创新大学内部治理结构,和谐党政与学术的共建关系,确立目标绩效导向下的激励与制约机制.     

Philosophy of Science and School Science

The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.     

Impact of Inservice Education in Elementary Science: Participants Revisited a Year Later

Journal of Science Teacher Education -     

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.     

School consolidation vs. decentralization: Trends,issues, and questions

The author examines two opposing administrative/policy trends that have simultaneously influenced the size and shape of American school districts. First,consolidation of school districts has dramatically reduced the number of districts from 130,000 in 1930 to 15,500 in 1990. State officials have viewed this as cost-effective approach and a way of reducing overlapping services and expenses. Local school and community people have seen this trend as a means of undercutting their local identity and pride. Second,decentralization has usually taken place in an urban school setting and involves reducing the size of the school district by dividing it into smaller units. This trend reached its peak in 1980, when 91% of the school districts with 100,000 or more students (n=22) reported some form of decentralization. By the 1990s, both school trends had slowed down; nevertheless, 20 questions are delineated for school administrators and school board members to consider in the event they wish to consolidate or decentralize.     

On Motivation,Ability, and the Perceived Situation in Science Test Performance: A Person-Centered Approach With High School Students

This research examined between-group differences in test-related perceptions, engagement, and performance; and within-group predictors of science performance among groups of high school students characterized by different patterns of science motivation. Patterns of motivation were derived from Dweck's (1986) typology and were used to classify students as mastery oriented, ego oriented, helpless, or "unclassified by such a typology." Groups were then compared on their efficacy for performing successfully on science multiple-choice tests, constructed response tests, and performance assessments; their beliefs about the validity of each test format; and their actual performance on multiple-choice and constructed response items. Group differences in gender composition, test perceptions and engagement, and performance were found. Results are discussed in terms of Snow's (1994) theory of aptitude complexes and their relation to individual differences in performance.     

The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course

Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s 10th-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved student motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions far future research.     

Student Motivation and Learning in Mathematics and Science: A Cluster Analysis

The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science.     

高校学生体育学习动力辨析

体育学习动力是学生学习和汲取体育知识、健身强体的源动力。探讨体育学习动力存在的问题和有效释放方式,是高等院校教育中提高体育教学质量,提升学生体质的有效途径。提出了在高等院校体育教育中,调动和释放学生潜在的体育学习动力是关键;关注学生的生命需求是源泉;关注学生的心理需求是根本;调动学生体育学习的积极性创造融洽和谐的教育环境是前提条件;传授科学知识与人文教育并重是释放学习动力充要条件的观点。     

Video-Based Analyses of Motivation and Interaction in Science Classrooms

An analytical framework for examining students’ motivation was developed and used for analyses of video excerpts from science classrooms. The framework was developed in an iterative process involving theories on motivation and video excerpts from a ‘motivational event’ where students worked in groups. Subsequently, the framework was used for an analysis of students’ motivation in the whole class situation. A cross-case analysis was carried out illustrating characteristics of students’ motivation dependent on the context. This research showed that students’ motivation to learn science is stimulated by a range of different factors, with autonomy, relatedness and belonging apparently being the main sources of motivation. The teacher’s combined use of questions, uptake and high level evaluation was very important for students’ learning processes and motivation, especially students’ self-efficacy. By coding and analysing video excerpts from science classrooms, we were able to demonstrate that the analytical framework helped us gain new insights into the effect of teachers’ communication and other elements on students’ motivation.     

Motivation and Attribution at Secondary School: the role of gender

A total of 1068 secondary school pupils completed a questionnaire concerned with enjoyment of school, enjoyment of subjects and what they attributed academic success to. Gender differences were shown in the overall enjoyment of school (girls expressing greater enjoyment). Girls also reported liking friends, teachers, outings and lessons more than boys, while boys reported liking sports and school clubs more. Enjoyment of school subjects reflected traditional sex stereotyping: girls reported more liking than did boys for English, French, German, history, drama, music and home economics while boys reported more liking for science. craft and design technology, physical education and information technology. Some gender differences were shown in rating factors contributing to academic success (girls rating hard work and teachers’ liking for you as more important than boys, and boys rating cleverness, talent and luck as more important than girls) but attributions with respect to academic success varied more with age than with gender.