遗传、环境与缺陷婴儿

<正> 缺陷婴儿给社会和家庭带来了沉重的负担,全世界有缺陷的婴儿占出生人口总数的2～4％,我国现有各类残疾儿童570万之多,其中智力低下的有100多万,我国某市曾对四家医院出生的新生儿进行了十年统计,发现先天畸形率为9.9％ 造成先天缺陷和智力低下的主要原因有二:一是遗传因素,二是环境因素。 遗传因素主要是指妇女怀孕期间,由于种种因素的作用,使胎儿的遗传物质发生了变化造成基因突变     

出生性别比失衡背景下的男性婚姻挤压

男性婚姻挤压对社会稳定将产生不良影响：加速社会分化、增加社会不安定的因素、不利于地区和城乡经济社会的协调发展;婚姻挤压的出现一般是由出生性别比失衡、经济问题、人口迁移、婚姻迁移等因素引起,其中出生性别比失衡是一个主要因素,也是我国婚姻挤压现象产生的根源。缓解男性婚姻挤压现象,I必须治理出生性别比偏高问题,为此要深入分析造成我国出生性别比失衡的多方面原因,并提出针对性、可操作性的对策。     

大学生自杀风险因素的个案研究

研究通过对14所重点高校33例自杀死亡学生的调查发现,疾病、家庭问题、学校负性生活事件及不良性格是大学生自杀行为的主要原因;学校负性生活事件是主要诱发因素,其中学业困难和恋爱问题是最重要原因;抑郁症、精神分裂症是高危因素;不良性格是潜在影响因素;疾病、家庭问题多为潜在影响因素,有时也会成为诱发因素.     

教育增值评价先行者——美国田纳西州教育增值评价模式解析

美国田纳西州增值评价模式(TVAAS)通过对学生多年的学业成就数据进行纵向分析,测定学校系统、学校和教师促进学生学业进步的有效性。其研究发现,种族、社会经济因素、班级规模以及班级成员的异质性均不是学生学业增长较好的预测指标,教师效能才是学生学业进步的主要因素;教师的影响是附加的和累积的,且没有补偿效应。TVAAS是对教育评价方法的有益补充。     

高职学生学业情绪现状调查及对策分析

近年来高职教育快速发展,研究高职学生的学业情绪对于高职学生和高职院校都具有十分重要的理论和现实意义。本文通过对高职学生进行问卷调查发现,不同年级的高职学生出现的情绪问题种类略有不同;不同类型的学生产生的学业情绪也不尽相同,贫困生、学习困难和自我认知不良的学生相比其他同学更易产生不良学业情绪。高职学生产生不良学业情绪的原因既有自身的因素也有外部环境因素。针对当前高职学生学业情绪存在的主要问题,探讨出现这些问题的原因,并提出了一些对策和建议。     

大学生学业不良的因素分析及对策

学业不良主要是指由于焦虑等心理因素影响大学生学习潜力的发挥，造成学习效果不理想的状况。学业不良产生的原因主要来自学生本身和外部因素的干扰。针对大学生学业不良的独特性和不同原因，建议加强对大学生情商培养，开设心理咨询和辅导，实施主体教育和个性化教育，改革考试制度，同时教师要塑造良好的自我形象。     

江苏八年级学生数学学业水平的归因分析

本研究借助TIMSS的理论框架和测量工具,对影响学生数学学业水平的因素进行了归因分析。来自江苏三个地区(苏南、苏中、苏北)三个城市9所学校的1471名八年级学生参与了本次研究,数据表明:第一,在性别、城乡、地区这三个人口变量中,性别和地区是影响学生学业水平的主要因素,而城乡学生之间不存在显著差异;第二,学生的学习经历和家庭文化背景都是影响他们学业水平的重要因素;第三,优越的家庭经济条件却未必能提高学生的学业水平。     

幼儿师范学生负性情绪成因与对策

决定幼儿师范学生学业成就的因素,除了智力因素之外,还有很多非智力因素的影响。其中,负性情绪所产生的影响不可轻视。幼儿师范学生产生负性情绪的原因主要是学习上的不适应;家庭环境影响;幼儿师范学生心理发展的特点。幼儿师范学生学业成就,要调节他们的负性情绪,调节可以从学生的内部和外部两方面进行。即自我调节;提供心理咨询;开展非专业性帮助。     

佛坪自然保护区大古坪村社会经济发展现状与对策——2010年世界自然基金会(WWF)秦岭青年使者行动调研报告

大古坪村位于陕西佛坪自然保护区中心,是秦岭中段野生大熊猫集中栖息地之一,该村社会经济的发展对大熊猫、羚牛、金丝猴、朱鹗等珍稀野生动物栖息地的保护具有十分重要的意义.2010年7月19～25日,世界自然基金会(WWF)秦岭青年使者赴佛坪自然保护区服务队,对该村的社会经济发展水平作了详细的调研.目前,大古坪村人均纯收入仅2500～3000元,本文详细报道了该村2004～2010年社会经济发展现状,分析了制约该村社会经济发展的主要因素,发展社会经济的有利条件,并因地制宜,相应提出了发展该村社会经济的对策.     

幼儿师范学生负性情绪成因与对策

决定幼儿师范学生学业成就的因素,除了智力因素之外,还有很多非智力因素的影响.其中,负性情绪所产生的影响不可轻视.幼儿师范学生产生负性情绪的原因主要是学习上的不适应;家庭环境影响;幼儿师范学生心理发展的特点.幼儿师范学生学业成就,要调节他们的负性情绪,调节可以从学生的内部和外部两方面进行.即自我调节;提供心理咨询;开展非专业性帮助.     

The impact of economic recession on UPE in Nigeria

The article reports on the impact of economic recession on the demand for primary education in Nigeria where the free Universal Primary Education (UPE) scheme was launched nationwide in 1976. Towards this purpose time series data on primary school age (6–11 years) population and primary school enrolment in Imo State of Nigeria were analysed for the period 1976 to 1990. The findings are: (i) the economic recession which hit Nigeria severely in the 1980s caused a corresponding decline in primary school enrolment in the country; and (ii) the decline was more pronounced for the girls. The situation could be explained by the fiscal austerity measures introduced to stabilize the ailing economy which raised the private costs of schooling thereby curtailing the demand for primary education by the poor especially for the girls. To mitigate the situation which retards the progress towards UPE and Education For All (EFA) especially for the girls, it is concluded that there is the need for internationally assisted relief programmes that substantially reduce the private cost of primary schooling in a poor adjusting country like Nigeria.     

新加坡高等教育大众化评析

:8 0年代中期以前 ,新加坡政府一直推行英才教育政策。但是 ,80年代中后期以来 ,新加坡政府的教育观念和政策发生了很大的变化 ,其中最突出的就是扩大高等学校的招生规模 ,以便让更多的人能接受教育。这一观念和政策的转变使新加坡高等教育步入了一个快速发展的时期。本文对导致这一变化的社会经济背景 ,发展变化过程中的主要改革措施及存在的问题进行了分析和介绍     

Values education in the Soviet State: The lasting contribution of V.A. Sukhomlinsky

Vasily Sukhomlinsky (1918-1970) was arguably the most influential Soviet educator of the post-war period. He was a practising teacher, and from 1947 to 1970 was principal of a school in the Ukrainian village of Pavlysh. One of Sukhomlinsky's primary concerns was to inculcate in his students the values of compassion and service, combined with sensitivity to beauty in nature, art and human relationships. For Sukhomlinsky, there were thousands of connections between physical, moral, aesthetic, intellectual and vocational education. His approach to values education is unusual in the extent to which it permeated the whole school program, and also in the extent to which it was accompanied by practical training in good works.     

关于西部农村中小学布局结构调整的理性思考

学校布局结构调整对于缩小教育发展的差距,促进教育均衡发展,扩大优质教育资源的覆盖范围,提高教育资源的利用效率,实现规模效益,均具有重要意义。然而,现实中的学校布局结构调整,人们更多地是关注这项工作对于节约办学成本的意义,尤其是盲目追求规模效益,不切实际撤销教学点,导致西部农村中小学布局结构调整中的出现了许多问题。对此应该理性思考,因地制宜,以“学生为本”,区别对待西部农村中小学布局结构调整问题。     

农村地区义务教育衔接问题及对策研究

小学教育和初中教育衔接不紧的问题是义务教育阶段的一个较为突出的问题,也是当前农村地区基础教育改革中亟待解决的问题。造成这一问题的原因既有学校和教师忽视学生"过渡期"的主观方面原因,也有农村地区地域偏僻和经济落后的客观方面原因。解决这一问题,需要在相关部门的配合下,小学和初中在双边的教育教学实践活动中充分认识学生身心发展的特征,转变教育理念,改进教学方法,建立完善的教育管理及相关的机制,从而实现小学和初中教育的顺畅衔接。     

失败的改革试验——“壬戌学制”的中等师范教育改革

1922年的“壬戌学制”对师范教育进行了改革.关于中等师范学校,“新学制”采取了开放的模式,采取在高中设师范教育科,实行学分制和分组选修课等方法.由于不适应当时中国国情,改革以失败告终.改革失败的原因主要有：中国的国民经济发展实力不足以支持建设像美国那样的师范教育体系;小学教师地位低,很多人不愿从事小学教师职业;当时中国基础教育的普及程度和师资力量决定了教育的首要任务应是量的扩张而非质的提升.     

The arithmetic of achieving universal primary education

In spite of an enrolment growth during the past two decades unparalleled in history, the battle to reach universal primary education (UPE) is still far from won for most developing countries (DC). High population growth and persistent high levels of repetition and drop-out contribute to the elusiveness of this target. About half the 142% primary school enrolment increase achieved between 1960 and 1980 was required just to keep pace with population growth. Repetition consumes about 15% of the DC's primary school capacity and about 40% of those starting Grade 1 drop out prior to Grade 4. Net of repetition, the DC had in 1980 an enrolment capacity corresponding to about 3/4 of their children of primary school age. While the capacity for new admission almost equalled the size of the population of admission age, because of high drop-out and repetition, the number of non-repeaters enrolled in the final grade of the cycle was only about half that of the corresponding population age-group. Maintaining present levels of repetition, the DC would have to more than double their 1980 enrolment to attain UPE by the year 2000. Therefore, in view of the present economic crisis, it is likely that many DC will enter the 21st century without having reached this target.     

民国时期乡村小学教员收入状况考察——中国教育早期现代化问题研究之一

民国时期乡村小学教员的收入是极其微薄的,与城市教员相比有较大悬殊,甚至不及城市工人之平均工资和乡村私塾先生的实际收入。可以说,清末民初乡村小学教员待遇之菲薄,乡村新式教育事业之举步唯艰,是历届政府普遍漠视乡村教育的必然结果。以史为鉴,我们必须高度关注教育发展进程中的乡村教育问题。     

二元结构:农村小学的办学模式考察

本文对九年义务教育体制下的一所普通农村小学进行了历时性考察.小学呈现一种二元结构的办学状态,村庄搭平台,国家办教育.办学是政府的事情,又是村庄自治的公共事务,小学与村庄政治经济发生着复杂的互动:办学的直接决策者是村庄;学校可能会被村民用来表达自身利益;经济环境的变化通过家庭(观念、支付能力)作用于学校.完整的学校教育同时受到国家正式制度和非正式的乡村结构的影响.     

Transfer paths and academic performance: The primary school merger program in china

In the late 1990s and early 2000s, China's Ministry of Education embarked on an ambitious program of primary school mergers by shutting down small village schools and opening up larger centralized schools in towns and county seats. The goal of the program was to improve the teacher and building resources in an attempt to raise the human capital of students in poor rural areas, although it was recognized that students would lose the opportunity to learn in the settings of their own familiar villages. Because of the increased distances to the new centralized schools, the merger program also entailed building boarding facilities and encouraging or mandating that students live at school during the week away from their family. Given the magnitude of the program and the obvious mix of benefits and costs that such a program entails there has been surprisingly little effort to evaluate the impact of creating a new system that transfers students from school to school during their primary school period of education and, in some cases, making student live in boarding facilities at school. In this paper, our overall goal is to examine the impact of the Rural Primary School Merger Program on academic performance of students using a dataset from a survey that we designed to reflect transfer paths and boarding statuses of students. We use OLS and Propensity Score Matching approaches and demonstrate that there is a large “resource effect” (that is, an effect that appears to be associated with the better facilities and higher quality of teachers in the town and county schools) that appears to be associated with the transfers of students from less centralized schools (such as village schools) to more centralized schools. Boarding, however, is shown to have negative impacts on academic performance. However, students who transfer to county school benefit from the transfer no matter where they start and whether they board or not.