考研归来话考研

2000年4月全国研究生考试成绩一公布,我就成了单位 同事注意的对象。因为在大多数人眼里,我,一个中专出身 的学生,如何能考上研究生呢?记得当年我报名准备考研时, 一位老朋友对我说,如果学校能招50岁的研究生,那么我信 你能考上。言外之意,考上的可能性微乎其微。不过,成绩 下来以后,我也觉得有点意外．两门国家统考课都在60分以 上,加上三门专业课,总分达到370分,创造了“杂牌军”一 次报考就胜利通过初试的好成绩。如今我已经研究生毕业一 年,工作生活稳定。不久前看到研究生考试的热闹场面,不 禁回想起以前考研的难忘日子,久违的考研经历又一次让我 激动,现写下自己的体会与诸君共勉。     

考研

全国56所高校试点取消公费研究生教育部新闻发言人王旭明在例行新闻发布会上重申,研究生培养机制改革以完善科学研究为主导的导师负责制和资助制为核心,以建立研究生研究质量、长效保障机制和内在激励机制为主要内容,并非仅仅收费改革。     

考研

各位看官,您不会没听说过“考研”吧!考研之事今如何?现在流行着诸如:“保研的人过着猪一样的生活,找工作的人过着狗一样的生活,而考研的人过着猪狗不如的生活。”、“考研是减肥的最有效良药”、“大三不考研,天天像过年。”之类的话,虽然通俗,但似乎也是很多人的“经验之谈”。你准备考研吗?你不准备考研吗?你如何看待考研?Please tell your opinion to us——     

考研之前:为什么要考研？

考研难,难于上青天。你抱着何种心态加入了考研大军?在考研之前,你是否想明白了自己考研的目的?本文将给正在十字路口徘徊的考研人解疑释惑     

考研变奏曲

考研,对于我们这一代大学生来说,似乎显得有些庸俗化了,记得当时室友问我“,你为什么考研”的时候,我居然不加思索,一脸严肃地说“考研是为了考博啊”,室友大笑,拍着我的肩膀说“,好回答”。再记起这一幕,两年时光已经飞逝。我不算个聪明的人,也不是个懂得笨鸟先飞的人,因此每每落后之时,才发觉悔之晚矣。第一年的研究生考试就是在这种心情下度过了,还记得刚刚从网上看到自己成绩的时候,没有什么太大的反应,只是又拿起考研的书本,心里在想“难道我还要再看一年这本书,受不了了”。室友过来了,安慰说:“别在意,放松放松去,大四了,考不上研究…     

感悟考研

在熙熙攘攘的人流中,我也不知不觉地加入了考研的大军.我是一个三流大学的普通学生,考研对我意味着什么,当时尚不清楚.这要从大三下学期说起,那时我已经辞掉了学生会的一切职务,做学生工作用去了我太多的时间,我想安下心来学习.     

李逵考研

驻外干部鲁智深回梁山述职，阮氏三兄弟前去看望。阮小二说：“鲁大哥，你知道吗？李逵要考研了。”     

SOME QUESTIONS AND ANSWERS WITH REGARD TO EXTERNAL QUALITY ASSESSMENT

Nowadays in many countries people are thinking about External Quality Assessment (EQA) and the way in which it should be developed. This article discusses many of the questions which must be dealt with before a decision can be taken on the design of an EQA system. The answers are based on experiences with EQA in the Netherlands and on the experience of the author as a consultant for several European countries. The basic principles of EQA are given at the end of the article.     

COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS

The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.     

数学研究性学习及问题探究钟爱霞

数学研究性学习,是当前基础教育改革在数学教育方面的一个亟待解决的十分重要的问题。本文作了实例研究,从两个不同的角度作了如何构想数学问题,如何提出问题并引导学生进行研究性学习的探究。     

ANALYSIS OF INSTRUCTIONAL CONSULTANTS' QUESTIONS AND ALTERNATIVES TO QUESTIONS DURING THE PROBLEM IDENTIFICATION INTERVIEW

This study sought to determine the relation between Instructional Consultants' communication skills and competence using videotapes of simulated Problem Identification interviews. A quantitative analysis identified the frequencies of questions and alternatives to questions used, and the qualitative analysis examined the content of the verbalizations in the context of the session. Few quantitative differences were observed across consultants' competency levels, with the exception that Competent consultants posed the most clarifying statements and fewest expert opinions. However, the qualitative analysis indicated that the quality of the verbalizations best accounted for the consultants' communication skill levels. These results suggest that it is the familiarity with the Instructional Consultation model that enabled the consultant to guide the session and use effective communication. Training recommendations include building an understanding of the underlying assumptions of the consultation model and rehearsing communication skills within that context.     

SOME QUESTIONS ABOUT EDUCATIONAL POLICY AND THE SOCIAL SCIENCES

In this article I examine my struggles as a White teacher educator creating discourse around race with my preservice students. I use my own struggles to highlight how White members of a teacher education faculty do, and more often do not, address race either with our preservice teachers or among ourselves. In particular, I explore the implications of "colorblindness" for teacher education. I conclude with suggestions for ways in which Colleges of Education can support White faculty members as they move beyond colorblindness toward racial consciousness.     

关于高等数学教学上的一些问题和对策

提出了近几年高等数学教学上出现的一些问题,主要是课程内容设计、课堂教学方法以及成绩考评等方面的问题。为了更好的服务教学,针对这些问题作者进一步提出了解决方法。     

浅谈外语考试及命题

外语教学主要是培养学生在口头上和书面上运用外语的能力，考试是检查学生的知识和技能的重要手段。在考试方法上，应重视口试的作用。测试形式取决于测试内容，服从于测试目的。因此，编制试题时，应采用多种方法、类型相互结合的方式，互为补充，相辅相成，这是出好试题的基础