利玛窦——第一个走进紫禁城的欧洲人

<正>Matteo Ricci was born in 1552 and he was an Italian priest1who introduced Christianity2and Western ideas to China in the sixteenth century. Matteo Ricci was the oldest child in his family, and he studied first at home and then entered a school that was opened in 1561. He completed his classical studies, and at the age of 16, he went to Rome to study theology3and law in a Jesuit4school.     

论苏轼程颐在困境中的文化思路——以《苏氏易传》、《程氏易传》为比照

传统士大夫的核心困境在于,＂内圣＂和＂外王＂被迫割裂后的精神失落感。《苏氏易传》、《程氏易传》是苏轼、程颐在困境中寻求解脱的文化思路。苏轼强调＂内圣＂的独立性,全面拓展了传统士人的精神空间;程颐在＂理＂的高度上,将＂内圣＂、＂外王＂重新统一。在他们的文化思路中,学术研究和生命体验得到了充分的互动。     

A Longitudinal Study of Visual Perceptual Training and Reading Achievement

Abstract

The authors lamemt the fact that there does not seem to be much agreement as to the proper method of scoring tests The use of the scoring formula is advocated by some and criticized by others. Literature is reviewed showing that the basic assumptions behind the scoring formula (namely that all wrong answers are due to chance guessing) are false. Arguments are presented for and against the continued use of the formula, with the conclusion that its use cannot be justified. A new aspect of this question, that use of the formula may create behavior patterns detrimental to ingenuity and creativity, is also presented.     

The Effects of Computer-Enhanced Vocabulary Lessons on Achievement of ESL Grade School Children

No abstract available for this article.     

基于“90后人格特征”的教师“有效教育能力”探寻

90后作为当前最大的在校生群体,气质呈现多样化、多变性,那些挂着90后制造标签的事件引起社会的高度关注,同时也增加了教师教育的难度,向教师职业活动提出了挑战。要做好教育教学工作,教育者们务必要明确90后学生的气质表现,感受到他们的个性特点,并从教师时代意识、教师魅力、教师心理调节能力、教师管理方面着手,提高教师教育教学的针对性和实效性。     

Literacy Instruction,SES, and Word‐Reading Achievement in English‐Language Learners and Children with English as a First Language: A Longitudinal Study

Socioeconomic gradients and growth‐mixture model trajectories of word‐reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy‐intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English‐language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle‐SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy‐intensive program may have reduced the negative influence of SES on word‐reading development.     

四年级学生语文阅读能力影响因素研究——基于阅读投入与阅读教学行为视角

为探索四年级学生语文阅读能力的影响因素,本研究对某地区283所小学的语文教师与56796名四年级学生进行了大规模调查。采用量化研究方法,客观呈现了我国四年级学生的阅读情况,并通过双层线性模型从学校层面的阅读教学行为与学生层面的阅读投入讨论了其对阅读能力的具体影响。研究表明:首先,我国四年级学生阅读投入及各要素水平表现较好,但男生、单亲家庭学生表现较弱,农村留守学生表现最差。其次,阅读投入与阅读教学行为对阅读能力有显著的正向预测作用,且情感投入与阅读教学行为存在跨层交互效应:对于那些阅读情感投入较低的学生,教师的阅读教学行为与阅读能力的关系呈现出积极的趋势。     

Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties

Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.     

留守儿童与非留守儿童学习、生活及心理成长状况的比较研究

该研究采用问卷调查比较了父亲或母亲出国打工留在国内的留守儿童和非留守儿童的学习生活和心理成长状况.结果发现,与非留守儿童相比,留守儿童的学习、生活质量和心理成长状况较差,具体表现为他们受到父母更多的主观控制,学习成绩较少得到父母的满意,对学习成绩的自我评价更低,班主任与他们的交流更多,更看重金钱,不快乐的儿童更多,希望高中毕业后出国挣大钱的人也更多等.这提示父母出国打工者的留守儿童同样是一个需要特别关爱和特别指导的群体.     

初中一年级学生学业成绩的性别差异分析

分析初中一年级学生各门课程的学业成绩状况.一方面,利用独立样本检验方法分别对普通班和快班不同性别的学生各门课程的学业成绩是否存在显著性差异进行检验;另一方面,对快班和普通班各门课程的学业成绩进行相关分析,在此基础上进一步对各门课程的学业成绩进行回归建模分析.     

Using Regression Discontinuity to Test the Impact of a Tier 2 Reading Intervention in First Grade

Abstract

?Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a number of important components that compose effective Tier 2 interventions in early reading. The purpose of this study was to test the impact of a Tier 2 intervention with Tier 2 compared to Tier 1 instruction alone using regression discontinuity. A cut score was used to assign first-grade students at risk for reading difficulties to Tier 2 intervention plus Tier 1 instruction. Students who missed the cut score in the control group received Tier 1 instruction only. Students in the treatment group, just below the cut score, made greater gains on the SAT10 total score and the individual subtests than students just above the cut score. Outcomes were not significant on oral reading fluency.     

世界一流大学内部管理科学化与民主化比较研究

伴随人类社会和高等教育发展的进程 ,在世界范围内逐渐形成一批为各国政治、经济、教育界所公认的一流大学 ,如美国的哈佛、耶鲁、斯坦福 ,英国的牛津、剑桥 ,日本的东京大学等。尽管世界一流大学并没有统一明确的界定 ,但一般为社会各界所公认的世界一流大学都非常重视管理 ,视管理为科学 ,把民主和科学管理放在非常重要的位置 ,并十分有效地予以践行。一、关于科学化管理1.科学的办学理念和明确的管理目标办学理念是办学活动中坚守的原则和信念 ,是一所大学的灵魂。从大学的本质与长远发展看 ,大学应该以其专有的知识为养育自己的社会服务…     

The Effectiveness of Visual Perception,Intelligence and Reading Understanding in Predicting Reading Achievement in Junior High School Children

Abstract

The purpose of this study was to assess the role that certain selected variables have in predicting reading achievement. Three hundred forty-seven students were administered the Minnesota Percepto-Diagnostic Test (MPD), the California Test of Mental Maturity (CTMM), Science Research Associates-Reading for Understanding (RFU) and the California Achievement Test (CAT). The last test was used as the criterion variable. All intercorrelations between the criterion and predictor variables were significant beyond the P = .05 level of confidence. Partial correlations deviated very little from the original or zero-order correlations. A regression equation was derived for the present sample. A multiple correlation of .874 was found when the three predictor variables were combined. It was established that 76 per cent of the criterion variations was attributable to the relation of criterion to predictors. It was concluded that in initial screening for weakness in reading achievement the present tests would be of considerable value for the appropriate diagnosis and action for students deficient in this area.     

赫鲁晓夫主政开启中苏争吵的大门——中苏分歧的起源探析

斯大林时期,尽管中苏关系中存在着若干摩擦与不愉快,但却没有发生大的冲撞。赫鲁晓夫主政后,中苏关系进入了蜜月时期。但也正是赫鲁晓夫的主政,开启了中苏论战的闸门。当然,这决不是说双方争吵的责任应该由赫鲁晓夫个人来承担。中苏双方都曾为阻止相互关系的日益恶化进行过艰苦努力,但结果往往适得其反。在历史的关键时期,中苏两个世界上最大的社会主义国家和两个最大的共产党终究没能在社会主义改革和建设的探索中形成良性互动。     

学业不良儿童家庭教育资源研究

运用自编问卷,考察130名学业不良儿童与788名一般儿童在家庭主客观教育资源上的异同。结果表明,学业不良儿童的家庭教育资源在家长受教育水平、家长期望值、家庭学习氛围方面显著低于一般儿童,学业不良儿童家长提供的学业支持存在不同于一般儿童的特点。文章分析了造成学业不良儿童家庭教育资源不足的可能成因并提出了相应的教育建议。