中小学比喻教学探析

中小学生的认知心理特点表明,形象化、具体化、和实践相联系、与个人感受或利益相关的知识,更容易被学生学习和内化。比喻教学可以使知识的形态具体化,可以使知识的效用迁移到与学生相关的情境,可以使知识更容易被触摸、发散、扩展和延伸,能够帮助学生举一反三地学习知识。对比喻教学内涵的理、解、比喻教学意义的分析、比喻教学对师生的要求以及对实施比喻教学应该注意问题的解释,能够澄明对比喻教学的认识。     

How are universities responding to demands for an improved learning environment?

Globally, universities are currently facing increased external demands to strengthen and develop their learning environments. The article examines how a sample of Norwegian universities responds to governmental demands concerning establishing good learning environments. Based on document analysis and interviews, the article demonstrates that the concept of the learning environment seems to be interpreted and implemented in a standardised way and that institutional work in this area might suffer from a decoupling between ‘administrative’ and ‘academic’ responsibilities. Furthermore, the analysis shows that the universities studied to a great extent seem to rely on copying and imitating understandings of the concept instead of using it to develop more specific and uniquely local practices. In conclusion, the article calls for more attention to the consequences of specific organisational solutions, and it is argued that more attention should be given to identifying factors that enable or constrain how universities handle external pressure for change.     

案例教学法在诉讼法教学中的应用

诉讼法教学是法学教学的重要组成部分 ,由于诉讼法本身具有极强的操作性 ,所以诉讼法教学必须与实际密切结合。在具体实践中我们发现 ,运用案例教学法会使诉讼法教学更生动、更具体、更富于实践性。     

Educating the Developing Mind: The View from Cognitive Psychology

Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence. I argue here that that is the correct approach, for a model of the information processing abilities of the mind is far more useful to educators than a model of the neural bases of cognitive processing. Demetriou, Spanoudis, and Mouyi's theoretical approach will be useful to the extent that it provides a framework for further, more specific models of specific situations.     

新世纪校长培训发展的若干趋势

新世纪校长培训的地位将日趋得到提升，目标将日趋具体实用，方法将日趋灵活多样，管理将日趋科学规范。     

Counselor Supervision as a Function of Trainee Experience: Analysis of Specific Behaviors

Fifty-one supervisees varying in both experience and training (a) judged 44 specific supervisor behaviors for the frequency that they were implemented in supervision and (b) judged supervision effectiveness, which was assessed on five separate scales. Factor analysis of the supervisor behaviors revealed four factors: Evaluative Support, Time/Structure, Method of Supervision, and Rapport. Results from multivariate analysis of variance showed that one factor, Method of Supervision, was statistically significant with beginning trainees emphasizing more the mechanics and task of supervision. Other trends showed that experienced supervisees entertained a less structured interaction with supervisors that was more supportive and considered more effective. Analysis of specific supervisor behaviors gave support to the notion that supervision over time can be conceptualized as a developmental process.     

Piaget's theory and specific instruction: A response to Bereiter and Kohlberg

The present paper draws pedagogical implications from Piaget's theory in the light of Bereiter's critical response to Kohlberg's view against specific instruction. It argues that instruction can be more specific in some ways than Kohlberg suggested, e.g., in the teaching of social knowledge and in the structuring of cognitive processes that will eventually result in logical thinking. It shows the relevance of Piaget's theory to early childhood education and argues that specific instruction should take place within a developmental context and within the framework of a broad theory of knowledge.     

The issues involved in developing a spelling program for adults with dyslexia

The focus of this paper will be the issues involved in developing a spelling program for an adult with dyslexia. Thus a review of research and identification of the implications of such research will be undertaken. It is appropriate to address spelling because it is poor spelling rather than poor reading which remains a weakness for the dyslexic adult (Singleton, 1991). Spelling is also perceived as being more difficult (Miles 1993). Yet another value in teaching specific spelling skills to dyslexic learners is that some research suggests that spelling training given in conjunction with phonological awareness training facilitates reading development at a faster rate (Ehri, 1989). No attempt will be made to develop specific teaching strategies orto evaluate specific methods for the teaching of dyslexic learners, although reference may be made to either or both of these aspects.     

对Dieterici实际气体多方过程的研究

分别导出Dieterici实际气体多方过程方程及摩尔热容量的一般表达式,并对某些特定的过程（绝热、等温、等容及等压过程）进行了详细的讨论．此外,以理想气体为特例,可直接得到其多方过程方程及摩尔热容量的表达式,从而说明结论较为普遍．     

抽象行政行为可诉性探析

抽象行政行为就其本质属性而言 ,具有可诉性 ;抽象行政行为违宪、违法 ,较具体行政行为更具有危险性和破坏性。唯有开放抽象行政行为诉讼 ,才能更为及时且切实有效地维护相对人的合法权益     

Variability in the natural number bias: Who,when, how,and why

When reasoning about rational numbers, people sometimes incorrectly apply principles or rules for natural numbers. Many factors affect whether participants display this natural number bias, including their age and experience, the affordances and constraints of the given task, and even the specific numbers in the given problem. In this paper, we argue that this variability can be conceptualized in terms of dynamic choices among problem-solving strategies. People's strategy choices vary as a function of their repertoire of available strategies and as a function of the specifics of the tasks, problems, and context. Further, we argue that the specific profiles of variability in strategy use that are observed in different participant groups can be conceptualized in terms of the strength and precision of the representations of numbers and operations that people in those groups possess. In our view, the natural number bias arises when people's representations of rational number magnitudes or rational number operations are not sufficiently strongly activated or sufficiently precise to guide performance on a specific task in a specific context. In these cases, participants' more highly activated or more precise representations for natural numbers may underlie and guide their performance. This account suggests that contexts and experiences (including instructional experiences) that help build, strengthen, and activate rational number representations should lead to improvements in performance.     

地方性高校外语专业复合型翻译人才培养模式构建的探讨

外向型经济的迅速发展,迫切需要大批复合型、应用型翻译人才,各地方性高校也纷纷开设本科翻译专业或翻译方向以适应社会发展的需要。地方性高校有许多共性,因此宏观地探讨复合型、应用型翻译人才的培养模式、设置最优化的课程体系显得十分必要,而构建以培养翻译能力为中心的课程模式是翻译人才培养模式和最优化的课程体系得以实现的途径。     

眼动理论在儿童食品包装图形中的运用

为了让儿童食品包装更容易被儿童接受,心理学上的眼动理论被引入包装设计。包装图形可以通过情趣化、卡通化的设计,并采用具体的摄影图片来引起儿童的关注;色彩的合理搭配以及文字表现的图形化都是增强儿童对包装产生注意、增强记忆、形成关注的有效手段。     

Dyscalculia and dyslexia

Conclusion It is our hope that more practitioners in the field of learning disabilities will include the diagnosis and treatment of dyscalculia as they work with children and older individuals. Although there is much more to be explored, we believe that our clinical experience indicates that information-processing deficits may be a contributory factor in the disability and thus warrant further investigation. Furthermore, we believe that insights gained in the treatment of specific language disability may be fruitfully applied in the treatment of dyscalculia. This paper is a condensed version of a presentation at the 29th Annual Conference of The Orton Society, November 1978, at Minneapolis, Minnesota.     

How students build their performance expectancies: The importance of need for cognition

Individual differences in need for cognition (NFC) have been found to correspond with differences in information processing. Individuals with lower NFC process information using a peripheral route compared to individuals higher in NFC. These differences may effect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance expectancies can be understood as an information-processing event and that inferring expectancies from the specific self-concept requires cognitive motivation, we tested whether students with higher NFC had performance expectancies in a specific subject that more strongly depended on their specific self-concept. Three hundred seventy-five students from grade 8 and 9 reported their NFC, their performance expectancies for the final report card in Mathematics and German, the general self-concept, and specific self-concepts in Mathematics and German. Multiple linear regressions supported the interaction hypothesis concerning performance expectancies in Mathematics and German. The higher the students’ NFC, the stronger performance expectancies were related to the corresponding specific self-concept. Individual differences in NFC influence motivational processes and should be included in models describing the relation between self-concepts and students’ beliefs like expectancies.     

A reconceptualization of learning disabilities via a self-organizing systems paradigm

A dilemma exists regarding the interpretation of learning disabilities. A self-organizing systems (SOS) paradigm suggests widespread, diffuse outcomes, whereas a specific learning disability concept suggests more localized dysfunction. There may be very good reason to doubt the veridicality of the concept of a specific learning disability, not because the construct of learning disabilities itself is a frivolous concept, as some have held, but because the biological or neurological events that underlie a learning disability do not remain focal and constrained only to specific dysfunction. It is important to know whether an identified learning disability remains contained or whether processing disorders might be found in other areas. The assessment profiles of school-age children identified with nonverbal learning disabilities (NLD), assumed to have primarily right-hemispheric brain dysfunctions, and children with language-based learning disabilities (LLD), assumed to have primarily left-hemispheric brain dysfunctions, were examined to explore learning disabilities using an SOS paradigm. The pilot study reported here is used as an exemplar of how a self-organizing systems paradigm is conceptualized. Although a more comprehensive study is needed to confirm the data, this exemplar suggests that overflow into areas not typically associated with each disability subtype may occur. Concerns regarding ways of determining discrepancy for diagnostic purposes are noted, and remediation strategies designed for specific disabilities are questioned.     

Improving data systems about juvenile victimization in the United States

OBJECTIVE: To suggest improvements to 13 data sets and systems that collect information about juvenile victimization in United States. METHOD: The suggestions were gathered from a variety of sources, including data system users and administrators, as well as a special meeting convened on the topic by the National Consortium on Children, Families and the Law in Washington, DC (December 2000). RESULTS: Key areas of improvement were identified for each of 13 US data systems and possible solutions were identified. CONCLUSIONS: This paper suggests three broad categories of improvements that apply to a number of data systems. First, data systems could expand the coverage of the systems to include more jurisdictions or other segments of the population. Second, in order to be more comprehensive and specific to child victimization, the systems need to create more specific data items, questions, or response categories. Finally, the data systems need to be modified to provide continuity and interrelationships among systems, either by using uniform definitions, or integrating data systems to facilitate the tracking of children across systems.     

试论《秘书实用法律》课程在高职院校文秘专业设置中的作用

通过调查发现文秘专业的法律应用能力得到越来越多企业的重视,但是,综观各大高职院校文秘专业课程设置,并没有一门专门性文秘法律课程。为了适应新的发展需要,在高职院校文秘专业开设《秘书实用法律》课程,可有效降低文秘工作中的法律风险。     

人文社会科学研究中高频字词计量分析法的有效性--以中共党代会政治报告为例

我们可以通过对构成文献的汉字、词语和词组进行分析来理解人类的思想和行为。相比于平均的使用频度,如果找出在特定时期频繁出现的特定的汉字,就可以搜寻到包含此汉字的词汇,并将其作为特定的关键词。在统计计算之际,应该注意的是为了比较而建立一个共同的平台,有必要对数据进行平均化的处理。通观高频度词语的变化,就可以把握政策变动的大体情况。了解复合词语的使用状况就可以理解更为具体的变化的实态。     

大力发展职业教育应广泛关注农村的职业教育——对发展农村职业教育的若干建议

本文提出在当前大力发展职业教育的大背景下更要广泛关注农村的职业教育,并从多个方面提出了加强农村职业教育的具体意见和建议。