初三学生关于无理数的信念的调查研究

从不可公度的存在性、学习无理数的必要性、无理数作为数的确定性以及无理数的不可循环性4个方面调查了初三学生关于无理数的信念.结果显示:学生对不可公度性的信念表现出与历史上数学家极大的相似性;40%多的学生缺乏对无理数学习的必要性的认识;大多数学生承认无理数是数,但近60%学生对无理数的无限不循环性缺乏坚定的信念.因此,教师在教学过程中,应注重知识发生的过程;应注重知识的来龙去脉;应注重学生对概念的理解.     

A Case Study of Teacher Beliefs on Students' Beliefs about Multiple Representations

The mathematics education community, in its call for reform, underscores the importance of mathematics instruction emphasizing the use of multiple representations in the presentation of concepts. The focus of the study was how teacher beliefs affect their ability to implement a multiple representations curriculum. The novice instructor's attitude remained neutral while the experienced instructor's attitude remained somewhat positive. Of the eight students in the study, six of them showed a more positive attitude towards technology use and multiple representations by the end of the semester. The students increased their calculator use in both classes, particularly in the experienced teacher's class. Implications for further research were that teacher training is essential if reform curricula are to be properly implemented.     

大学生外语学习观念性别差异研究

本研究采用定量研究。通过对广东某高校81名大学生外语学习观念的调查,结果显示：外语学习观念的五个因素都在不同程度上影响着学生的学习;此外,男生和女生在总体的外语学习观念上不存在显著的差异,但在语言学习难度、动机和期望学习观念方面,男生和女生存在显著的差异。基于本研究结果,本文提出了相关建议以期提高英语教学成效。     

学生的数学信念研究综述

数学信念是数学领域中主观性知识的一部分,是一个人的数学观,是个体处理数学和数学任务时持有的观点.学生的数学信念在一定程度上影响其在问题解决上的表现.对学生数学信念的研究主要体现在年级差异研究,性别差异研究,数学信念与数学成绩之间的关系研究,数学信念与数学学习之间的关系研究,干预研究和特殊群体研究等方面.     

Multicultural Curriculum and MSW Students' Attitudes about Race and Diversity

Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area.     

The Development of Children's Beliefs about Social and Biological Aspects of Gender Differences

2 studies examined children's beliefs about the origins of gender differences and addressed 2 main questions: (a) What age-related changes are there in children's beliefs about the contributions of nature and nurture to the development of gender roles? and (b) Do children differentiate between aspects of gender roles that adults believe to be more biologically determined and those they believe to be more socially influenced? 160 4- to 10-year-olds and 32 adults participated in Study 1. Participants were told about a child raised with only opposite-sex individuals and were asked whether the child would grow up to possess a series of gender-stereotyped, biological, and control properties. Until age 9 or 10, children believed that gender-stereotyped properties would develop in an infant regardless of the social context of upbringing. Study 2 provides evidence that children were not merely reporting stereotypical category associations. These studies suggest that young children may have an early bias to view gender categories as predictive of essential, underlying similarities between members, but later come to acknowledge the role of other causal mechanisms (e.g., the social environment) in shaping how category members develop.     

论学生学习观的结构

学生的学习观是学生个体对学习现象和经验的直观认识,对学习动机和行为具有重要作用。对于学生学习观的具体内涵和结构,研究者们分别侧重于学习观因素和层次两个角度加以阐述,但这些理论都是从对学生的调查结果中归纳出来的,而学生的学习观是一种内隐的直觉,学生未必能够明确而全面地描述出来。为了更好地揭示个体学习观的内涵,最好基于调查归纳研究的结果,参照学习理论家们对学习现象和经验的分析,同时从因素和层次两个方面来刻画学生个体的学习观。     

Increasing Preservice Teachers' Diversity Beliefs and Commitment

Research on teacher expectations and student success suggests that teachers' beliefs about students lead to differential expectations and treatment of students. Few qualitative studies aimed at understanding teacher beliefs about diversity and multicultural commitment have been done. This study utilized combined quantitative and qualitative methods to explore the attitudes, beliefs, and commitments of a predominantly Anglo-American population of preservice teachers enrolled in a diversity course. The results describe beginning attitudes, beliefs, and commitments to diversity; changes (or lack of change) in attitudes, beliefs, and commitments after participation in a diversity course; some theoretical underpinnings for understanding changes (or lack of change); and a framework for facilitating positive multicultural experiences.     

Beliefs about truth and beliefs about rightness

Children's developing conceptions of what is right or proper are commonly studied without reference to concomitant changes in their understanding of beliefs, just as studies of young people's maturing grasp of the belief entitlement process ordinarily proceed separately from any examination of the value considerations that invest beliefs with meaning. In an effort to reverse these isolationist practices, a case is made for rereading the fact-value dichotomy that currently works to divide the contemporaneous literatures dealing with children's moral reasoning development and their evolving theories of mind. Findings from two research programs, in which children's beliefs about truth and rightness are combined, serve to illustrate the natural interdependence of these moral and epistemic matters.     

大学生宗教信仰的现状与特点

近几年,大学生思想多元化问题愈发突出,表现在信仰领域里信教学生比例不断增加,呈现出新的特点.准确把握这些特点,有助于增强思想政治工作的的针对性.     

美国大学人看终身教职后评估

在美国大学校园,对终身教职后评估众说纷纭。多数教师认为,在评估中只得到很少甚至完全没有得到有效的业绩反馈,评估对教师的业绩没有影响。这些研究结果可用来反思并改进我国高校的教师考核工作。     

动机理论与大学生理想信念教育的途径

理想信念教育是大学生思想政治教育的一项主要任务。从心理学的角度,利用内在动机的相关理论,结合大学生理想信念教育的实际,探索激发大学生对理想信念的需求与渴望的有效途径,对有效开展大学生理想信念教育具有积极的促进作用。     

Uncovering Beliefs about Deceptive Communication

This study consists of four phases of a research program exploring beliefs that have some bearing on the choices people make when considering deception. The authors argue that understanding why people engage in deception is partially dependent on their deception-related beliefs. The initial stage of this research was inductively driven in order to identify themes of deception that could be verified in subsequent phases of this program. The validation of these factors of deception was attempted through multiple waves of self-report surveys. The five influences tested in phases three and four were acceptance of deception, ethics, motives, intentionality, and upbringing. A series of factor analyses revealed that factors labeled “intentionality,” “deception is wrong,” “acceptance of deception,” and “upbringing” emerged as constructs of deceptive communication. The knowledge gained from this study suggests implications for initiating further work that could shed light on beliefs that most significantly underlying deceptive communication.     

Children's Beliefs about Long-Term Retention

In 2 experiments, we examined pre-school, grade 1, and grade 3 children's metamemory about long-term retention. Specifically, we examined beliefs about the type of information most likely to be forgotten and beliefs about the impact of suggestions and retroactive interference on memory. Children made and explained paired-comparison judgments concerning the differential forgetting of peripheral versus central information, whether misinformation effects would arise from suggestions by others, and whether retroactive interference would arise from experiencing two similar events. The major findings were that ( a ) most children believed that events central to a story would be retained better than peripheral details; ( b ) in preschool and first grade, children believed that memory was invulnerable to suggestion (from a parent or a sibling), but in third grade, children believed suggestion could adversely affect memory; ( c ) most preschoolers believed that retroactive interference effects would not occur, whereas most first and third graders acknowledged that they would; ( d ) older children believed that both suggestibility and interference were less likely given a retention interval of several months compared to 1 day; and ( e ) in explaining their beliefs, children assigned sensory-behavioral factors a major causal role in determining what would be remembered over the long term. These results are discussed in terms of the development of beliefs about memory and the mind in general.     

民办高校经营理念研究

本文全面阐述了民办高校经营理念问题。具体论述了民办高校办学必须树立教育供求理念;民办高校办学必须树立教育"产品"的生产与营销理念;民办高校办学必须树立成本——质量效益理念。同时提出了民办高校同"双重调节"机制相适应的"双适应"应变之策,民办高校进行教育生产与产品营销的市场化运作机制,民办高校通过优化人、财、物、技术等教育资源配置及绩效管理等措施来降低教育成本,提高教学质量与办学效益、按市场机制经营学校与依法规范办学行为必须相统一。     

论国际化背景下大学生理想信念教育

理想信念教育是大学生思想政治教育的核心,关系到大学生的健康成长和大学生思想政治教育的切实加强与改进.在当今国际化背景下加强大学生理想信念教育,必须深刻理解大学生理想信念教育的时代价值,准确把握其发展取向,立足当代大学生实际,贴近经济社会发展和高等教育改革实践,遵循大学生思想政治教育的客观规律,科学谋划,切实加强.     

Cultural Beliefs about Autism in Indonesia

Cultural beliefs about parenting have an important influence on parenting behaviours, including considerations about appropriate ways to parent children with autism. Although Indonesia has one of the largest and most ethnically diverse populations in the world, little is known about cultural beliefs regarding children with autism within Indonesian cultures. The goal of the present study was to investigate how Indonesian mothers from a range of backgrounds and without a child with autism understood autism and the most appropriate ways to parent such a child. The study was a qualitative investigation using semi-structured interviews with nine Indonesian mothers. Five aspects were investigated: understanding about autism, beliefs about causes of autism, possible reactions to having a child with autism, perceptions of parenting a child with autism, and perceptions of parent-child relationships. The interviews revealed five related themes about autism, including traditional cultural beliefs about appropriate behaviour during pregnancy, karma, and God’s plan, that are not usually reported in the literature from western countries.     

大学生宗教信仰现状调查与对策分析

通过对合肥市大学生宗教信仰状况调查问卷的统计分析,介绍了合肥地区大学生宗教信仰的基本现状,并指出在新时势下加强大学生科学宗教观教育的途径.