方法比结论更重要--介绍《质的研究方法与社会科学研究》

恩格斯说：在一切哲学家那里，体系都是暂时的东西，但包含在体系中的真正有价值的方法却可以长久地启迪人心智、发人深思。黑格尔也说：方法不是外在的形式，而是内容的灵魂。与方法相比，我们有时更重视研究的结论，因为我们总认为方法是“桥”和“船”，结论是“彼岸”。我们的思维中，求目的不求手段的模式是存在的。但是我们还应当认识，结论总不免受到时代条件的局限，它们可能随时间推移而过时，比如有了爱因斯坦，牛顿定律就必定有一定的条件制约了。随着时间的流动，结论或者由正确变为错误，或者由整体合理变为局部的合理。但是正…     

想象力比知识重要

很久以前我就听过爱因斯坦的名言：“想象力比知识重要。”但体会不深,直到最近研究品德对成功的影响,才深切了解爱因斯坦为何会说这句话。知识和想象力就好比冰山上和冰山下的部分,想象力能帮助我们解脱实相的束缚,探索更深、更广阔的空间,尤其跟人有关的互动更需要想象力。我们所说的美德如鼓励、包容、宽恕、欣赏、谦逊等,都需要想象力做后盾,尤其是领导者要看出并激发部属的潜能,更需要想象力。     

Children's play: the differential effects of intrafamilial physical and sexual abuse

This study investigated the play of sexually abused, physically abused, physically and sexually abused, and nonabused children between the ages of 3.5 years and 10 years. Using a modified form of the Lowenfeld World Technique, we observed each child in four individual sessions in which the child was asked to create a world picture in the sandtray. Their worlds were drawn up, photographed, and analyzed according to three differing criteria. The results indicated both structural and thematic differences across the four groups. The controls made representational and phantasy worlds whose themes were domestic and phantasy wish fulfillment. The sexually abused children's worlds were representational and mixed, and themes focused on sexuality and the need for protection and nurturance. The physically abused created representational and phantasy worlds in which were displayed considerable aggression and disorganization; and their themes were concerned with conflict, chaos, and phantasy wish fulfillment. The physically and sexually abused were the most diverse; and although their worlds were representational and phantasy ones displaying considerable aggression, thematic content was conflictual in a quarter of cases but also ranged over all categories except domestic.     

Sail training as education: more than mere adventure

This paper describes the process and findings of a multinational study of the characteristics of sail training for young people. The study used a structured qualitative method and involved ‘indigenous practitioner‐researchers’ who collected the majority of the data. Our findings show that participation provides an opportunity for learning in the practical and cognitive domains in relation to skills and knowledge, and in the affective domain in relation to social confidence. The data collected provide evidence that sail training has positive benefits in terms of participants’ social confidence and their self‐perceptions of capacity to work collaboratively with others. It is argued that while sail training experiences are generally positive and beneficial, some appear to be more effective than others in developing social confidence. We also show that it is not principally the seamanship dimension of the experience, but the combination of a structured purposeful programme with the unique character of the seafaring environment that provides the basis for that learning. The more effective experiences in this respect appear to be those where there is a greater emphasis on specific programme activity. Sail training should therefore be understood not solely as adventurous recreation but as a powerful educative experience.     

努力比赢得成绩更重要

达宝:今天是你的期末考试,我于昨晚11时左右站在阳台上,见你房间的灯光仍亮着,知你还在学习,本想去问候一声,但想想还是未去一一位父亲对儿子默默的关心是不必流于表面的。也不知你今天考得怎么样,其实,你的努力比你赢得成绩更重要!你努力了,并在适当掌握学习方法     

Continuing education module-lamaze parents magazine: more than a giveaway

The Lamaze Parents magazine is an annual publication produced by Lamaze International to inform parents and childbirth educators on issues related to healthy birth preparation, normal birth, and parenting. The author of this column introduces teaching strategies for childbirth educators and doulas to use in tandem with the magazine's content in order to enhance their efforts in sharing current, evidence-based information with expectant parents.     

学生多动手,胜如老师多动嘴

文章重点剖析了鼓励学生多动手,强如老师自己多动嘴的教学思路。进而提醒工作在教学一线的广大教师们,应采取一切有效措施,鼓励同学们积极努力的去主动学习。     

Day care is more than a nursery school!

The increase in labor force participation by women as well as the increase in single-parent families has stimulated the need for full-day child care in the United States. As a result, many nursery school programs have extended their hours of service. These extended child care programs are basically of two types.Margaret A. King is Associate Professor, School of Home Economics, and Director, Child Development Center, Ohio University, Athens, OH.     

Strategies for success in education: Time management is more important for part-time than full-time community college students

This paper examines relationships between the Big Five personality factors, time management, and grade-point-average in 556 community colleges students. A path model controlling for vocabulary, gender, and demographic covariates demonstrated that time management mediates the relationship between conscientiousness and students' academic achievement at community college. Separate modeling for part-time (n = 147) and full-time students (n = 409) showed that this mediation was moderated by enrollment status. Thus, time management was a significant mediator for part-time students but not for full-time students. The greater importance of time management for part- versus full-time students suggests that noncognitive constructs such as time management may be more critical for non-traditional students. These findings gather fresh currency as ever increasing numbers of students are enrolling part-time in post-secondary education across the globe.     

Reading fluency: The whole is more than the parts

This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.     

角色扮演法在高校体育教学中的应用研究

在认真分析角色扮演法和体育课程教学特点的基础上,对角色扮演法在体育课程教学中的基本功能和实施原则进行了分析,同时也分析了角色扮演法在体育教学过程中的整个操作流程,旨在为角色扮演法能顺利走进体育课堂打好理论基础。     

Rigour in moderation processes is more important than the choice of method

Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process.     

Children's rights in education

Conclusions The key to the development of any nation is through the educating of its people. No civilized, humane or progressive society can ignore that right to schooling and education of its citizens, particularly its children. Therefore, to implement the right of the child to a development-oriented education is a fundamental condition for improving the child's quality of life, including spiritual and moral dimensions, and his/her ability to function fully as a constructive member of society. The child needs supportive conditions, not only to survive, but also to develop into a responsible human adult. Education must make the present and future well-being of the young generation as its ultimate goal, of which one of the most important conditions is to ensure the full realization of its rights as stipulated by the Convention on the Rights of the Child, for education in the broadest sense continues beyond school and throughout life in a myriad of social contexts. Original language: English Sandra Prunella Mason (Barbados) Chairperson, United Nations Committee on the Rights of the Child. She received her legal education at Sir Hugh Wooding Law School. First a private practice lawyer, she became a judge in 1978 and from then until 1992 was in charge of Barbados' Juvenile and Family Courts. She was Barbados' Ambassador to Venezuela, Chile, Colombia and Brazil from 1993 to 1994. She was appointed Chief Magistrate of Barbados in 1995 and Registrar of the Barbados Supreme Court in 1997. She has been a member of the UN Committee on the Rights of the Child from its inception in 1991, its Vice Chairperson 1993–95 and Chairperson since 1997.     

Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men!

In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.

“no more…than”和“not more…than”——从《新编高级英语》（上）Unit2的译文和课后习题谈起

本文主要针对新教材《新编高级英语》（上）第二单元《海明威致母亲》中编者所提供的译文和设计的理解题中出现“no more…than”和“not more…than”混淆的问题,探讨了两者在含义、语法层面及感情色彩上的诸多不同,并就相关译文和习题提出自己的理解。     

如何优化函数题的解答过程

例1植树节某班20名同学在一段直线公路一侧植树,每人植l棵,相邻两棵树相距10米．开始时需将树苗集中放置在某一树坑旁边,使每位同学从各自树坑出发前来领取树苗往返所走的路程总和最小,则这个最小值为____（米）．     

"more than"解读

本文对英语中的"more than"结构在连着使用和分开使用两种情况进行了讨论.