An Australian Looks at the ICEF

A few years ago Dr. Lefranc, in a stimulating survey of the impact of picture materials on modern education, used the pungent metaphor that audio-visual specialists had possibly achieved a scratching of the carapace of the pedagogical tortoise. Many centuries ago the sacred tortoise of Chinese mythology emerged from the devastating floods of the Yellow River to teach the people there the arts of levee building, to control the annual tragedy of the waters and hence to survive to live in harmony with their fertile farmlands. Perchance a link does exist between the teaching and the tortoise.     

Incorporating Student-Centred Learning in Innovation and Entrepreneurship Education

Innovation and entrepreneurship are vital for economic growth, as was already asserted by Schumpeter in 1934. In a recent survey carried out by the Ministry of Economic Affairs ( Dutch Ministry of Economic Affairs, 2006 ) a picture emerges of The Netherlands as lagging behind when it comes to starting a company, whereby start-ups of students coming directly from an educational institution score even worse (Sijde et al., 2006). The average age of start-ups in The Netherlands is around 38 years ( Thijssen, 2004 ). Against this background, the Ministry of Education and the Ministry of Economic Affairs defined the stimulation of entrepreneurship and innovation as a policy item in 2005. Entrepreneurship and innovation are closely linked, according to Schumpeter, who regarded the entrepreneur as the driver for innovation. Through innovation, a process of creative destruction is set in, which alters the institutional context and context of companies in several ways. In The Netherlands, ambitions to improve entrepreneurial behaviour amongst students and the starting up of new companies are high. During the Lisbon meeting held in 2003, The Netherlands voiced the ambition to be among the top 10 knowledge economies in 2010. Students of universities of applied sciences and to a lesser extent of scientific universities are the agents of change when it comes to making the choice to become an entrepreneur or innovation manager in a company. With the growing importance of knowledge as an economic asset ( Prusak, 1997 ) students are becoming knowledge workers, as well as learning a certain profession. And educational organisations are becoming knowledge institutions involved in knowledge creation, sharing and transfer. This has important consequences for the pedagogical climate at universities and the methods used to teach students entrepreneurship and innovation. Whilst teaching methods based on an instruction-based approach of learning prevail, at The Hague University of Professional Education, we have introduced a learner-centred approach, in which the student is the driver of his learning process. In this article we discuss the advantages and disadvantages of such an approach and the pitfalls and potentials when it comes to stimulating innovative entrepreneurial behaviour amongst students. Between 2005 and today, nearly 150 students participated in this programme.     

The Importance of Epistemic Cognition in Student-Centred Learning

To infer the sophistication ofepistemic thinking in a sample of undergraduatestudents, 25 participants completed afree-response task in which they were asked togive reasons for their agreement ordisagreement with a small number of beliefsabout the role of tutorials and of tutors ingaining knowledge. Responses were analysedaccording to King and Kitchener's (1994) stagesof reasoning, revealing that the justificationsoffered were either at the stages ofpre-reflective or quasi-reflective thinkingwith none exhibiting reflective thinking. Thefindings have two main pedagogicalimplications: first that good teaching beunderstood not as a set of performance skillswhich may only be opportunistically related tostudents' extant conceptualisations but as thelocus through which students confront their ownepistemic beliefs. A second implication isthat to extend students' reasoning, teachingpractices must focus explicitly on thedifficult issue of what counts as evidence.     

从邀请行为中看礼貌

对礼貌现象的研究常见于对拒绝行为和邀请行为的分析中。汉语的邀请方式比英语要更曲折,多样,表面上与西方的方式不同而原则却类似,顾曰国仿效Leech的提出了汉语的五个礼貌原则。本文对比了英语和汉语中邀请行为的礼貌特征、表现形式和内在原则,结论是原则一样,只是表现形式不同,这一结论对跨文化交际有指导意义,意味着学习不同礼貌方式并不会造成基本的价值观冲突。     

再看李斯的悲剧人生

李斯是秦代的风云人物．在统一六国和创建秦朝的历史中,起了重要的作用,他的荣辱进退与秦王朝盛衰兴亡有着紧密的联系。李斯的一生富有传奇色彩。但最终又以悲惨的结局收场。该文试图在前人研究的基础上,探讨李斯的悲剧人生．总结历史教训,并以此管见知识分子在政治舞台上的命运轨迹。     

数学学习挫折调查及其教育对策研究

数学学习挫折一直成为中学数学研究的重要内容。让学生克服数学学习挫折是成就学生人生的关键。克服数学学习挫折的策略不仅是心理的疏导，还需要数学问题的引导与操作，形成有效的疏导平台。     

An Instructional Consultant Looks to the Future

In an era of proposed changes for the practice of school psychology, one of the most important roles is to help build the capacity of schools to meet the needs of an increasingly diverse and needy population. School psychologists are in a unique position to impact the tailoring of instruction to meet the needs of individual students. The Future of School Pschology conference explored a range of ideas on accomplishing this goal. Since practice changes begin at the individual level, there is a need to train school psychologists in consultation skills and support the use of those skills to generate positive changes for students, schools, and families. This article identifies areas of need and provides suggestions for future directions.     

美国学习障碍学生的教育对策:一种整合的途径

本文从学习障碍学生的界定出发,分析学习障碍的主要类型及形成原因,根据美国现在流行的一种满足全体学生需要的社区与学校相互联系的体系分类差异序列,提出一种整合的教育对策和途径,并加以具体阐述和分析。     

信息视野的教育原理探新——兼论学习原理

通过对相关文献进行内容分析,可发现当前流行的教育原理表述竟然有几十种之多,已显现其弱体系性。为此,本文紧扣当前教育信息化时代背景,对当前教育原理进行新思考,提出信息视野的教育原理,即根据教育系统边界（外延）和教育系统核心功能（内涵）的界定,将教育本质重构为“教育是人类文化交互的一个系统”;然后以教育本质为起点,基于信息系统分析方法,进一步扩展出“教育是教育者与学习者之间,教育内容以教育方法通过教育媒体以教育工程方式交互的系统”;再对其中教育者、学习者、教育内容、教育方法、教育媒体、教育工程、（教育）交互七要素做进一步扩展,从而推导出信息视野的教育原理,并以系统框架图的形式进行了表述;最后以案例进行验证。依据教与学的统一性,本文同时还兼论学习原理,期望重构出适合教育信息化时代背景的教育原理、学习原理,促进教育信息理论、学习信息理论的发展。     

Learning at the boundary: An introduction

Most educational research has focused on understanding learning and development within a particular area of expertise or practice. Yet, people increasingly move between different institutionalized practices such as school, work and family life, but also interact with people from different professions, disciplines and cultures. In this introduction, we discuss how learning can be shaped by movements across boundaries. We describe how boundaries can be crossed by people, objects and interactions and how this can lead to learning in different ways. We explain how the various contributions of the special issue are complementary by studying various forms of learning. As such, the special issue offers an integrative discussion and empirical ground for a learning theory that moves beyond single and singular domains.     

新的教育技术对哈佛医学院PBL教学的影响

Kerfoot B．Price教授等采用定性和定量研究方法,对哈佛医学院引进的先进教学设备在PBL教学过程中所起的作用进行了调查和分析,做出了较为客观的评价。本研究的结果可为教师的继续教育培训提供一定的参考。     

影响教育虚拟社区中学习动机激发因素的实证分析

教育虚拟社区中的学习动机是学习者通过自我调节,使自身的内在要求与学习行为的外在诱因相协调,引起和维持学习者在教育虚拟社区中的学习活动,并激励、指引学习者的行为朝向一定学习目标的内部心理状态。在基于课程＂学习科学与技术＂的教育虚拟社区学习实践的基础上,实证分析了教育虚拟社区中学习动机激发的影响因素,通过描述性统计、回归分析、因子分析和聚类分析发现：教师因素、学习者因素、环境因素和文化因素是影响学习者在教育虚拟社区中学习动机激发的四大要素,学习者在教育虚拟社区中学习动机的激发有赖于以上各因素协同作用的发挥,由此提出了影响教育虚拟社区学习动机激发因素的分析模型。