中国科大工程科学学院教学实验中心的建设成果及下一步目标

中国科学技术大学工程科学学院初步建成了学院一级的教学实验中心，并在实验教学中发挥了重要的作用。中介绍了中国科学技术大学工程科学学院教学实验中心的构成及管理机制，介绍了教学实验中心的建设原则与初步成效，以及下一步建设目标。     

“Brains before ‘beauty’?” High achieving girls,school and gender identities

In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the “winners” of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a “proper girl” presents girls with difficult challenges, particularly in terms of being accepted and approved of by classmates and securing the attention of teachers. This paper explores the views of a group of high achieving 12‐ to 13‐year‐old girls who indicate that being regarded as “clever” continues to be negotiated within acceptable frameworks of femininity.     

对强化式英语学习模式的思考

强化学习模式在我国社会力量办学中普遍存在,这种教学模式在一些大专院校也有所尝试,但是强化式英语学习的效果如何还未见相关的研究报道。本文以强化式英语学习模式中的学习者为着眼点对强化式英语学习对学生学习效果的影响进行了研究。研究表明在强化式英语学习模式下学生的学习成绩明显优于正常模式下学生的学习成绩,这说明强化环境有利于提高学习效果。     

Factors affecting writing achievement: mapping teacher beliefs

The intersection of teacher beliefs with writing achievement in schooling is a key concern of this paper. The paper reports part of a two‐year Australian study that set out to examine in detail how it is that teachers judge Year 5 students' literacy achievement using writing as the case instance. In what follows, we examine the data in the form of concept maps that the teachers them selves made available showing their beliefs about, and insights into the factors that affect student writing achievement. Drawing on these maps, we highlight the range of teacher‐identified factors, including those relating to in‐class behaviour, motivation, attitudes to school learning, social and cultural backgrounds, oracy and even life circumstances. Additionally, we address how the identified factors function, operating either as standalone elements or within a dynamic network of inter‐relationships.     

Interactive groups for immigrant students: a factor for success in the path of immigrant students

Student’s learning is the result of a large number of interactions in all areas. Consequently, with an increasing number of intercultural students, we need to bring to the classrooms successful educational actions that enhance interactions and that have an impact on improving education. Based on the CONEXITO project, this article shows how interactive groups (IGs) have contributed to increase not only the educational success of native students but also the success of immigrant students in different schools of Spain, for which IGs have particular educational outcomes. The communicative qualitative data presents evidence that, especially focusing on them, IGs increase instrumental learning and facilitate the bonds of solidarity and mutual help.     

Time and Performance in Online Learning: Applying the Theoretical Perspective of Metacognition

Educational psychologists have found that metacognitive calibration predicts learning outcomes in self‐regulated learning. In this research the authors apply theories of metacognition from educational psychology and postulate that metacognitive calibration influences learning time and performance in online learning. Data gathered from 230 college students who completed online self‐regulated assignments in an introductory information systems course confirms that higher calibration accuracy leads to better performance on assignments, which contributes to higher exam grades. In addition, higher calibration accuracy also reduces the amount of time students spent on the online assignments. However, time spent on the assignments is not a mediator of the effect of calibration on learning performance. This research presents pioneering work in examining a holistic model that assesses the impact of metacognition in online learning on both assignment and exam level learning outcomes using field data collected through a natural learning setting. The findings highlight the need to include metacognitive calibration as one of the learner characteristics in research models addressing student performance in online learning.     

改革开放以来我国扫盲教育的政策与实践

改革开放以来，我国扫盲教育政策和实践呈现以下特点：扫盲教育的战略地位得到高度重视，扫盲教育成为国民教育体系的重要组成部分和国民基础教育的重要内容；妇女扫盲以及贫困地区、山区、少数民族地区扫盲教育受到了高度重视；扫盲教育获得了巨大成就并赢得了国际赞誉。总结其中的经验，有利于我国的扫盲教育沿着科学、连续的道路，健康快速地发展。     

谈建立企业业绩评价体系

基于目前我国企业业绩评价的现状,分析目前评价体系的不足,并提出完善建议。怎样有效评价企业经营者业绩是当前中国企业管理中亟待解决的一个重要课题。     

Raising the Achievement of All Students: Teaching for Successful Intelligence

This article describes how we can teach students more effectively by teaching for successful intelligence. Teaching for successful intelligence involves instructing and assessing analytically, creatively, and practically, as well as for memory. Such teaching helps students recognize and capitalize on strengths, and at the same time recognize and correct or compensate for weaknesses. The article describes how to teach for successful intelligence and presents empirical evidence that teaching for successful intelligence really works in the classroom in raising student achievement.     

科学设计试卷结构 努力提高命题质量

本文根据教育测量的基本理论，结合教学大纲的要求，以理工科高等数学试卷结构设计为例，分析探讨试卷结构合理科学与否与命题质量高低之间的关系，为高等学校其它学科的试卷结构设计提供一个较为合理的导向。     

The Complex Model of Television Viewing and Educational Achievement

Abstract

Six studies containing data obtained from over 1 million students in elementary, intermediate, and high school were meta-analyzed to examine the relationship between amount of television viewing and educational achievement. The findings led to the formulation of the complex viewing—achievement model. According to the model, the function relating achievement to viewing can be described as an inverted check mark. For small amounts of viewing, achievement increased with viewing, but as viewing increased beyond a certain point, achievement decreased. That function was found for each of the 3 ages studied, but optimal viewing time—the apex of the function—was different at each age and decreased with the age of the students.     

The contribution of TIMSS to the link between school and classroom factors and student achievement

Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and learning context to student achievement. This article presents the results of a systematic review of the research literature on TIMSS. Its main purpose is to find out to what extent TIMSS has contributed to insights into ‘what works in education and what does not’, particularly with regard to school and classroom factors. The review was guided by a generic framework developed within the tradition of educational effectiveness research. The review showed that: (a) since 2000, the number of publications which use TIMSS data for secondary analyses aimed at explaining differences in student achievement has increased strongly; (b) a number of studies, especially older ones, did not take account of the specific sample and test design of TIMSS; and (c) there are large differences between countries in school and classroom factors associated with student achievement. In the light of these results, we discuss the benefits and limitations of country and system comparisons.     

Data-mining techniques in detecting factors linked to academic achievement

In light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental, cross-sectional design and a sample of 18,935 high school students from 99 educational institutions in Baja California state (Mexico). The information was collected from ENLACE tests and context surveys given to students in Baja Caclifornia. Decision trees were used to apply classification techniques, and the results indicate that personal factors are most indicative of academic performance, followed by school-related and social factors. In conclusion, the paper discusses the similarities between the results obtained and those shown in literature, highlighting how simple decision trees allow a greater explanation and interpretation than other models and techniques.     

After-School Pursuits,Ethnicity, and Achievement for 8th- and 10th-Grade Students

Abstract

The purpose of this article was to examine students' after-school pursuits in a categorization framework and to consider the association of the pursuits with achievement after disaggregating the data by ethnicity. Student pursuits were categorized as in- or out-of-school, academic or nonacademic, organized or unorganized instead of simply in or out of school. For example, varsity football would be categorized as in-school, nonacademic, organized. A sample of 8,305 8th- and 10th-grade students who were enrolled in both years and had complete data was drawn from the National Education Longitudinal Study (1988) data set. The authors used multiple regression to analyze the models by ethnic background and found that different pursuits had differing levels of association after disaggregating by ethnicity. Also, classifying all after-school pursuits into 1 or 2 categories masked important differences in their associations with achievement.     

计算机自适应性测验的数学模型研究

本文讨论了一种教育评价方式———计算机自适应性测验 (CAT) ,分析了常规测验存在的弊端 ,指出CAT因其众多的优点必将取代常规测验。分析了适合于CAT实现的数学模型———逻辑斯蒂模型 ,并利用三维逻辑斯蒂模型从测验算法上实现CAT     

Effects of active‐learning experiences on achievement,attitudes, and behaviors in high school biology

Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007     

宿舍气氛对大学生成就动机影响的调查研究

运用成就动机量表(AMS)和大学生宿舍气氛量表,对南阳师范学院的520名学生进行了问卷测试。研究发现:大学生宿舍气氛处于中等偏好水平,成就动机处于较高水平;大学生成就动机与宿舍气氛存在相关,独生子女群体的相关为负,非独生子女的相关为正;性别与专业对成就动机的交互作用显著。     

Cross-lagged cross-subject bidirectional predictions among achievements in mathematics,English language and Chinese language of school children

This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9.     

SEN inclusion and pupil achievement in English schools

This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools.