中学生关于“电”的前概念的调查报告

1调查中学生前概念的目的学生对于自然现象的认识早在他们进入学校接受正规科学课程的学习前就已存在了.并在这些认识的基础上形成了他们自己的概念体系.在某种程度上,这些认识与要进行学习的科学知识密切相关,有的是正确的、有的是模糊的、有的是错误的,人们称这种想法为前概念(Pre-concept) .     

Learning from video: Factors influencing learners' preconceptions and invested mental effort

Explored in this article are factors that influence learners' preconceptions of television, the mental effort they invest in processing a video-based lesson, and their achievement. It is proposed that learners' preconceptions of the effort required by a medium directly influence the amount of effort they invest in processing a lesson presented through that medium, and that the amount of mental effort learners invest in a mediated lesson influences the quantity and quality of the information they gain from the lesson. Factors that influence learners' preconceptions and mental effort include the characteristics of the media, the characteristics of the task, and the characteristics of the learners. Research findings regarding learners' preconceptions of television and the mental effort expended in processing a video-based lesson are reviewed. Practical implications and issues for future research that arise from the literature are identified.     

Mental effort and video-based learning: The relationship of preconceptions and the effects of interactive and covert practice

Recommendations for the design of interactive video materials are often based on the premise that interactive video may overcome learners' preconceptions of television as “easy.” This study investigated learner preconceptions of the difficulty of interactive video, instructional television, and television, and examined the effects of actively or covertly responding to practice questions on perceived mental effort, recall, and inferences. Seventy-one undergraduate students completed a questionnaire assessing their preconceptions of the difficulty of the three media, received their treatment, completed a questionnaire assessing perceived mental effort, then completed a recall and inference posttest. Before the lesson, the learners perceived it to be significantly easier to learn from interactive video than from instructional television and television, and significantly easier to learn from instructional television than from television. There were no significant differences in the mental effort ratings or inference scores among the three groups. The interactive video group recalled significantly more information than the television group. Possible reasons for findings and suggestions for further research are discussed.     

关于写作本质的思考

"写作就是写文章"这一判断掩盖了写作的真实目的,模糊了人们对写作本质的认识。从发生学的角度讲,写作是使用工具呈现主体精神世界的特殊劳动。这一劳动的目的是:传递信息、进行精神生产、磨砺思维、诗意地栖居。打开人类发展的历史画卷就会发现,文字出现以后历史发展的速度快得惊人,一方面是写作帮助人类积累了丰富经验;另一方面是写作磨砺了人类思维。因此,任何一个文明民族都不会轻易放弃写作。对现代人来说,手工劳动的机会越来越少,按照劳动是推动人类向前发展的重要动力这一原则,写作越发不可忽视,它成为人类保持头脑清醒和思维不断进化的重要手段。     

以学生社团为依托的大学生职业核心能力自我培养机制探析

本文从师资团队建设、活动项目开发和职业核心能力测评3方面,对如何借助大学生社团的有利条件,构建学生职业核心能力自我培养机制进行了探讨,以期为促进大学生职业核心能力的培养提供参考。     

通过教育实习成绩的反馈情况谈学生的能力培养

本文通过实习成绩的反馈情况,论述了学生能力培养的诸多方面,指出能力培养对学生胜任今后的工作的重要意义。     

On the nature of emotion regulation

This paper presents a unitary approach to emotion and emotion regulation, building on the excellent points in the lead article by Cole, Martin, and Dennis (this issue), as well as the fine commentaries that follow it. It begins by stressing how, in the real world, the processes underlying emotion and emotion regulation appear to be largely one and the same, rendering the value of the distinction largely for the benefit of analysis. There is an extensive discussion of how the same processes can generate emotions (i.e., are constitutive of emotion) and account for variability of manifestation of emotion in context (i.e., regulate them). Following an extensive review of many of the principles involved in emotion and emotion regulation, the paper presents implications for developmental study of infants and children, includes several methodological recommendations, and concludes with an analysis of the extent to which contemporary affective neuroscience contributes to the study of emotion and emotion regulation.     

深刻认识价值的本质

价值是马克思主义经济学的一个重要范畴,然而对价值本质的研究却一直没达到应有的深度。价值本质上是劳动资源的合理配置,是按比例分配劳动时间规律在商品经济中采取的特殊形式。深刻理解这一点,有助于对两种含义的社会必要劳动时间在商品价值决定中的地位形成正确的认识,有利于实现社会资源的优化配置。     

论教育的技术本性

教育与技术关系的问题是当下教育技术发展亟待解决的问题。检视历史,教育与技术的发展在时代的博弈中进入瓶颈,教育与技术的关系实则为协调共生、优势互补、融合发展的关系,教育本具备技术性。从教育与技术相伴相随、相辅相成、相依相随三个视角,试图定位两者关系后重新出发,推进教育与技术的深度融合与发展。     

文学灵感本质论

文学创作灵感是一种心理现象，更是一种思维方式。从文艺学，美学角度看，是创造主体与客体的最佳遇合而产生的情绪特别亢奋，创造力特别高涨的心理状态；从哲学角度看，是偶然性与必然性的统一，量变到质变的飞跃，理性与非理性的结合；从心理思维角度和脑生理机制看，则创造主体经过逻辑思维，形象思维及潜意识阶级的孕育之后，在某种契机下突然产生的显意识与潜意识的相互沟通和左右脑的高度协调，从而在一瞬间达到对事物整体洞察与对问题豁然解决的，最具创造性的思维方式。     

论人文的诠释学性质

文学、史学、哲学、艺术等人文学科,以其验证方法的非实证性、非量化性和社会功能的潜隐性、长周期性等学科特征而与狭义的“科学”相区别,具有明显的诠释学性质。文本理解作为一种跨学科的研究方法,为人文各学科的研究开辟了新的途径和天地,历史性是其最本质的特征。文、史、哲是人文的基础性学科,判明它们的诠释学性质,是确立文本理解跨学科方法论意义的关键。     

代位执行的性质研究

代位执行作为财产执行制度之一,对保护债权人的利益及稳定民事法律关系有重要意义。尽管这一制度源远流长,在我国也已确立了十年,但对代位执行的性质学界大都附带提出,很少充分探讨,以致于对该问题的理解仍然模糊不清,故导致其在立法体例上没有一个准确的定位,影响了代位执行有效地实施。本文从学界的几种相关观点入手,层层深入,得出代位执行应有的性质,以期在立法体例上对代位执行有一个正确的定价。     

论自然的原初内涵

“自然”概念的提出是先秦“士文化”的直接产物。从词汇意义上说，“自然”就是“本身的样子”、“自己成为这个样子”、“自己这样”，它突出了万物所具有的自然生成性和本然自在性；在“士文化”为核心的社会背景下，“自然”具有浓厚的功利色彩，它是宇宙的普遍原则和终极价值，是当时人们修身、治世、处世的最高规范。     

论洋务学堂的性质

对于洋务运动时期兴办的洋务学堂的性质,史学界关注甚少。本文从教育目的、课程设置、考试制度及教学方式等方面进行分析,认为洋务学堂是带有资本主义因素的封建民族教育。     

再论汉字的性质

汉字的性质只能根据它的构形原则,而不能根据文字体系中单个符号与语言单位的对应关系确定.它是表意文字,形体与意义之间存在着理据性.词文字(语素文字)不能概括汉字的性质.拼音文字的字母与汉字不是对等的文字单位.