青少年网络聊天中的主要道德问题调查研究

网络聊天对青少年人际交往既带来了便利,也带来了一些道德问题。在调查问卷的基础上,论文分析了青少年网络聊天存在的主要道德问题:诚信缺失问题、情爱泛滥问题、随意攻击问题及道德责任感淡薄问题。并且探讨了存在问题的原因,提出了解决青少年网络聊天主要道德问题的基本思路。     

人员班次安排问题研究现状及展望

本文首先介绍了人员班次安排问题（ManpowerSchedulingProblem．以下简称MSP问题）产生的背景,然后从多角度对MSP问题进行了分类．重点探讨了单班次MSP问题和多班次MSP问题,在此基础上对MSP问题的研究现状进行了总结,最后展望了有关MSP问题的研究前景。     

论问题在科学研究中的重要作用

讨论了科学研究中问题的含义，对问题在科学研究中的地位和作用进行了探讨，介绍了提出问题的方法和问题的一些来源，强调了问题在科学研究中的重要性。     

南沙问题研究

南沙群岛问题是一个严重威胁中国领土与主权安全的海洋问题，非常值得关注研究。本文分析了南沙群岛问题形成的历史背景，叙述了南沙问题发展过程和当前的态势，介绍了有关国家关于南沙问题的主要观点和各种解决南沙问题的方案，阐述了中国对于南沙问题的一贯立场，并对解决南沙问题提出了建设性设想。     

以问题化研究促进教学改革

问题化教学是一种有效的教学改革方法.本文对问题化教学法的运用进行了详细介绍.阐述了问题化教学法的特点.论述了问题化教学法在课上和课外的运用.问题化教学法的中心是问题的设计,本文从问题特征与设计方法两个方面对此进行了阐释.最后,论述了问题化教学法的不足与改进措施.     

以问题化研究促进教学改革

问题化教学是一种有效的教学改革方法.本文对问题化教学法的运用进行了详细介绍.阐述了问题化教学法的特点.论述了问题化教学法在课上和课外的运用.问题化教学法的中心是问题的设计,本文从问题特征与设计方法两个方面对此进行了阐释.最后,论述了问题化教学法的不足与改进措施.     

数学问题表征策略研究

问题解决的第一步就是对问题进行表征,确定问题究竟是什么.一旦采取了合理的方式表征问题,就形成了良好的问题空间,问题的解决也就开了一个好头.如果问题得不到适宜的表征,那么问题就难以解决或无法解决.因此,我们应加强合理表征问题的研究.     

以问题解决为核心的经济学教学改革新思路

本文介绍了问题解决的产生与发展,阐明了经济学教学中问题解决的必要性,肯定了案例分析在问题解决教学中的基础性地位,分析了问题情境设计、知识建构以及元认知的培养对问题解决教学的重要意义,从而明确了问题解决教学改革的目标与方向。     

公务员招聘的数学模型建立与求解

在分析公务员招聘问题的基础上,根据问题的条件和要求建立了数学模型,给出了求解模型最优解的方法,解答了题目中的所有问题。重点讨论了在大规模问题下模型的推广问题,提出了求解大规模问题优化解的若干原则和相应算法,最后对算法和模型进行了评价。     

公务员招聘的数学模型建立与求解

在分析公务员招聘问题的基础上,根据问题的条件和要求建立了数学模型,给出了求解模型最优解的方法,解答了题目中的所有问题。重点讨论了在大规模问题下模型的推广问题,提出了求解大规模问题优化解的若干原则和相应算法,最后对算法和模型进行了评价。     

Elementary school teachers' knowledge and beliefs regarding non-routine problems

This study focuses on the knowledge exhibited by 30 elementary school in-service and pre-service teachers in solving non-routine mathematical problems and on their beliefs regarding these kinds of problems. Interviews were used to reveal teachers' knowledge and beliefs. The findings indicated that these teachers had difficulty in solving non-routine problems and that their ability to solve these problems was influenced by their professional backgrounds. Most of the teachers, although failing to solve the given problems, expressed their willingness to give such problems to their students in class, explaining that such problems are important for students to learn how to solve as they help develop mathematical thinking and the skill of solving problems in everyday life. However, the teachers were unwilling to include such problems in examinations.     

Are reading and behavior problems risk factors for each other?

Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.     

Analysing cognitive or non‐cognitive factors involved in the process of physics problem‐solving in an everyday context

Recently, the importance of an everyday context in physics learning, teaching, and problem‐solving has been emphasized. However, do students or physics educators really want to learn or teach physics problem‐solving in an everyday context? Are there not any obstructive factors to be considered in solving the everyday context physics problems? To obtain the answer to these questions, 93 high school students, 36 physics teachers, and nine university physics educators participated in this study. Using two types of physics problems—everyday contextual problems (E‐problems) and decontextualized problems (D‐problems)—it was found that even though there was no difference in the actual performance between E‐problems and D‐problems, subjects predicted that E‐problems were more difficult to solve. Subjects preferred E‐problems on a school physics test because they thought E‐problems were better problems. Based on the observations of students' problem‐solving processes and interviews with them, six factors were identified that could impede the successful solution of E‐problems. We also found that many physics teachers agreed that students should be able to cope with those factors; however, teachers' perceptions regarding the need for teaching those factors were low. Therefore, we suggested teacher reform through in‐service training courses to enhance skills for teaching problem‐solving in an everyday context.     

Teachers modify geometry problems: from proof to investigation

We explored transformations that teachers made to modify geometry proof problems into investigation problems and analyzed how these transformations differ in teachers who use a dynamic geometry environment (DGE) in their classes and those who do not. We devised a framework for the analysis of problem transformations and types of teacher-generated problems. We introduce distinctions between static and dynamic transformations of geometry problems. By observing differences in the transformations the teachers made and the types of problems they produced, we suggest that teachers who use DGE in their classes develop a better understanding of geometry investigation tasks and have no difficulty in transforming proof problems into investigation discovery problems through teaching. Furthermore, we suggest that working with DGE leads to more changes in the givens of the problems and to more dynamic transformations of a problem. From the differences we found in relation to the various problems used in this study, we conclude that problem transformations are problem dependent. Finally, we argue that problem transformation is teachable but requires special training.     

数学名题作为研究性学习的案例研究

数学名题在数学史融入中学数学教育中扮演着十分重要的角色,如何发挥数学名题的教育价值是中学数学教育面临的重要问题之一。数学名题案例研究是数学名题作为研究性学习的有效方法,应遵循经典性、趣味性和知识性三条原则。     

Inquiring into the Nature of STEM Problems

Around the world, there is a growing interest in integrated STEM (science, technology, engineering, mathematics) education. Many of the calls for integrated STEM emphasize the need for students to engage with complex STEM problems that cut across multiple fields. Yet there is a need to clarify the nature of those problems and differentiate STEM problems from those of different kinds. This conceptual work examines the nature of STEM problems in order to inform pre-college educational efforts in STEM. A typology is introduced that situates STEM problems within a broader space of problems within STEM and non-STEM fields, and the characteristics of STEM problems are described. The typology and characteristics are then applied to different approaches to STEM instruction. A key conclusion is that many integrated STEM education efforts tend to focus on STEM problems that are narrowly framed and that do not include attention to social, cultural, political, or ethical dimensions. However, alternative instructional approaches exist that re-introduce those missing dimensions. If STEM education is to prepare students to grapple with complex problems in the real world, then more attention ought to be given to approaches that are inclusive of the non-STEM dimensions that exist in those problems.

     

Teaching algorithmic problem solving or conceptual understanding: Role of developmental level,mental capacity,and cognitive style

It has been shown previously that many students solve chemistry problems using only algorithmic strategies and do not understand the chemical concepts on which the problems are based. It is plausible to suggest that if the information is presented in differing formats, the cognitive demand of a problem changes. The main objective of this study is to investigate the degree to which cognitive variables, such as developmental level, mental capacity, and disembedding ability explain student performance on problems which: (1) could be addressed by algorithms or (2) require conceptual understanding. All conceptual problems used in this study were based on a figurative format. The results obtained show that in all four problems requiring algorithmic strategies, developmental level of the students is the best predictor of success. This could be attributed to the fact that these are basically computational problems, requiring mathematical transformations. Although all three problems requiring conceptual understanding had an important aspect in common (the figurative format), in all three the best predictor of success is a different cognitive variable. It was concluded that: (1) the ability to solve computational problems (based on algorithms) is not the major factor in predicting success in solving problems that require conceptual understanding; (2) solving problems based on algorithmic strategies requires formal operational reasoning to a certain degree; and (3) student difficulty in solving problems that require conceptual understanding could be attributed to different cognitive variables.     

英语学习中的听力问题及对策

语言交际是一个表达与理解的过程,在听、说、读、写四项语言基本技能中,听的技能是交流的基础。探讨了英语听力学习中存在的问题：语音、词汇、语法,以及文化背景等方面的问题,并就这些问题提出了相应的解决对策。     

Role of Schemas in One-Step Word Problems

This study focuses on the structures and relationships involved in one-step additive and multiplicative problems. Thirty-three problems were given to 450 students in grades 2, 3 and 4. The analysis of results showed that the facility ratio of the problems differs by structure, by situation and by the sequence of the data within the same situation. It was also verified that students’ ability to solve one-step problems increases with age, but the relative difficulty of the problems is grade independent. Four cognitive developmental levels were indicated. It is envisaged that teachers may facilitate students to develop efficient problem solving schema networks, by hierarchically sequencing activities related to one-step problems.     

Infant mental health and biological risk

Parents seldom seek help directly for infant mental health problems. Parents enter the health care system seeking advice for identified or presumed biological problems in their infants. Many of these biological problems, however, have major psychosocial components of importance to infant mental health. It is important that physicians deal directly with the psychosocial issues and avoid converting them into biological medical problems unintentionally. Three common types of problems and appropriate methods of management are discussed to ensure special recognition and effective handling by the physician of psychosocial problems and the promotion of mental health. The problems discussed are the following: Infants seen with defined medical conditions that generally have associated psychosocial problems including child abuse. Infants seen who have fully recovered from critical illnesses but are considered "at risk" for later developmental disability. Infants seen with normal variations of behavior that are misinterpreted by their parents or physicians as due to a medical problem. In infancy medical and psychosocial issues are so closely interwoven that it is critical that physicians learn to recognize the major psychosocial consequences of primary medical problems and the medical manifestations of primary psychosocial problems and their management.