论科学技术与我国全民教育的相互影响

科学技术具有内在的革命性,时我国的现代化建设具有深远影响。应对和抓住科技革命的机遇,需要大力发展科学教育全面提升我国公众的科技素质;需要与之相辅的教育为科学技术的进步及持续发展培养大批的优秀人才。     

科学的本质与学生科学本质观的培养

开展科学的本质教育是培养学生科学素养的核心内容。正确的科学本质观建立在科学知识、科学方法以及科学情感态度与价值观的形成基础之上。通过实施新的科学教育理念,改革科学课程的教学内容,转变教师教学策略,使学习科学成为学生主动探究的过程,必将进一步引导学生加深对科学本质的认识和理解,促进学生科学本质观的形成与发展。     

大学生未来时间洞察力与学业延迟满足关系的研究

采用未来时间洞察力问卷与修订后的大学生学业延迟满足问卷,分别测量了691名大学生的未来时间洞察力与学业延迟满足的水平。结果表明:大学生未来时间洞察力与学业延迟满足水平呈显著正相关,未来时间洞察力中的四个因子(行为承诺、未来效能、目的意识、未来意象)对大学生学业延迟满足有较好的预测作用。     

俾斯麦时期的德意关系

俾斯麦在担任普鲁士首相时期,运用了一系列高超的外交策略,先后发动三次王朝战争,实现了德意志国家的最终统一。与此同时,意大利也通过阶段性的努力实现了统一。虽然俾斯麦时期的德意关系对欧洲大陆整体国际形势的影响与其它列强相较稍显微弱,但对于为实现国家统一,民族独立的两个国家之间的联系与影响而言还是不容忽视的。     

模型与建模在科学教育概念转变中的作用及启示

模型和建模是对客观世界的一种描述或呈现方式,在科学教育中越来越受到重视。它具有形象直观性、简约相似性、主体诠释性等特征。科学模型和建模将抽象或难懂的科学概念或原理加以形象化、简约化和直观化,使它们由抽象态还原为学习者可以直接感知的形象态,便于学生在大脑内形成思维图像,进一步建构起心智模型。     

实施素质教育必须树立现代教育思想

推行素质教育必须更新教育思想、转变教育观念。本论述了实施素质教育必须树立的几个现代教育思想——全民教育思想、主体教育思想、终身教育思想、实践和创新教育思想、科学教育与人教育相融合的教育思想，及其与素质教育的关系。     

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.     

大学生时间透视与焦虑的关系:应对方式的完全中介效应

考查大学生的时间透视与焦虑的关系,并探讨应对方式是否在时间透视和焦虑间起中介作用。采用《时间透视简式量表》、《应对方式问卷》和《焦虑自评量表》对319名大学生进行测试,运用SPSS17.0和Amos4.0对数据进行分析,并建立多变量的结构方程模型。结果表明:(1)现在定向与焦虑和不成熟的应对方式显著正相关,与解决问题显著负相关;(2)未来定向与焦虑和不成熟的应对方式显著负相关,与解决问题显著正相关;(3)应对方式在时间透视和焦虑间起完全中介作用,现在定向和未来定向都无法直接预测焦虑,两者通过应对方式间接地预测焦虑。该研究表明,不同时间透视占优的大学生通过应对方式影响其焦虑状况,为今后进行焦虑的心理治疗和干预提供了新的视角。     

远程教育与优秀传统文化的资源开发与价值体现

信息时代快速发展，如何传承优秀，的传统文化成为事关中华民族现代发展的挑战与机遇。远程教育提供了极好的技术支撑与传播方式。将传统文化开发为优质教育资源，发挥远程教育的教学平台与传播作用，把这种资源用于全民教育之中，让更多的人了解与欣赏优秀传统文化，自觉进行保护和继承，将是一件重大而有意义的事情，也是教育技术工作者面临的挑战与历史责任。     

科学发展观与高校思想政治教育工作探讨

科学发展观是中国特色社会主义理论体系的最新成果,是新时期统领各项工作的指导思想.当前,高校思想政治教育工作也必须以其为指导,正确分析把握我们工作面临的新形势,坚持以人为本,实现高校思想政治教育工作全面、协调和可持续的发展.     

中国与韩国科学影子教育时间对科学素养的影响研究——基于PISA2015测评数据分析

随着知识经济时代的到来,教育竞争越来越激烈,影子教育系统也不断扩张,尤其是在中国、 韩国等东亚国家,但其时间投入如何影响学生的核心素养却不明晰,尤其是针对我国基础教育阶段影子教育的实证研究比较缺乏,科学领域的影子教育研究更是鲜见,导致政府干预科学影子教育缺乏指导依据.基于中国与韩国PISA2015的测评数据,在充分考虑...     

论文化创新与教育创新的关系

从本质上看,一方面文化创新与教育创新既是两类不同的创新活动或现象,又是人们对这两类活动或现象的一种相对正确的认识;另一方面,二者又具有互融互通性,即不仅在作为两类不同活动或现象时存在着互渗互融,而且二者都是一种思想观念的创新。在第二个层面上,文化创新和教育创新的整合得以实现。     

Vocational Education and Training: Researching the Relationship between School and Work

Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems.     

有限性视域下的教育与人的发展关系探究

教育是伴随人类的产生而产生的,从其出现的伊始就以培养人、发展人为目的,这就注定了人的发展离不开教育。然而不断出现的教育异化现象却给教育对人的发展作用蒙上了一层阴影。本文从教育有限性的视域出发,分析教育与人的发展的关系。     

The Effect of a Prior Dissection Simulation on Middle School Students' Dissection Performance and Understanding of the Anatomy and Morphology of the Frog

Science teachers, school administrators, educators, and the scientific community are faced with ethical controversies over animal dissection in classrooms. Simulation has been proposed as a way of dealing with this issue. One intriguing previous finding was that use of an interactive videodisc dissection facilitated performance on a subsequent actual dissection. This study examined the prior use of simulation of frog dissection in improving students' actual dissection performance and learning of frog anatomy and morphology. There were three experimental conditions: simulation before dissection (SBD); dissection before simulation (DBS); or dissection-only (DO). Results of the study indicated that students receiving SBD performed significantly better than students receiving DBS or DO on both actual dissection and knowledge of the anatomy and morphology. Students' attitudes toward the use of animals for dissection did not change significantly from pretest to posttest and did not interact with treatment. The genders did not differ in achievement, but males were more favorable towards dissection and computers than were females.     

科学哲学中研究科学与宗教关系的意义

科学哲学中研究科学与宗教的关系，是反思科学活动的基础、反思科学研究的成果、反思科学发展的逻辑、反思时代的科学精神、反思科学的社会功能之需要。对科学进行哲学反思时，不应忽视科学与其他文化样式的关系，尤其是与宗教的关系。在研究科学哲学中，应当避免一种轻率的态度，即轻言科学将完全战胜宗教甚至取代宗教以及轻言宗教将消亡。     

注重素质教育,加强大学生科技创新能力的培养

在中共中央、国务院以及全社会高度重视的背景下,深化教育改革,全面推进素质教育已经成为新时期大学教育的重点工作.其中,培养大学生的创新精神和实践能力,特别是他们的科技创新能力成为全面推进素质教育的重中之重.本文从解析大学生科技创新在素质教育中的地位和作用入手,分析了依靠科技创新活动的大力开展,增强大学科技创新能力,推进大学生素质教育的意义,并在此基础上提出了相应的对策.     

不同时段补糖与运动能力的关系

通过综述不同时段补糖与运动能力的关系,着重探讨补糖方法对运动能力的影响,以期为正确补糖、提高运动能力提供参考。     

Exploring the complementarities between complexity and action research: the story of Technology Together

This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta‐methodology for those researching from complexity‐based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) and the implications of these for teacher professional development within a whole‐school context.     

学生创新能力培养与教师队伍建设关系探讨

高等学校毕业生创新能力的培养是高等教育的重要目标。教学实践表明:建立高水平教师队伍,加强教师创新能力培养,实施教学名师和教学团队建设工程,鼓励教师投身于教学,改革课程内容和手段,增加有利于提高学生创新能力的课堂教学和实践教学内容,是培养卓越人才、提高学生创新能力的有效手段。