工科院校数学基础课的教学与素质教育

根据国家教委制定的教学基本要求和２１世纪对人才素质的要求，高等数学课程体系改革的首要目的在于培养理工科人才所必要的基本数学素质．     

A Systems Approach Model for Counselor Education Program Development and Redefinition

Many counselor education programs are faced with the need for program revision due to the adoption of ACES Standards of Preparation, the demands of certification, licensure, and accreditation, and recent trends in the profession and society in general. This article presents a systems approach model for counselor education program development, evaluation, and redefinition in a practical, step-by-step manner to help meet this need.     

The myths about e‐learning in higher education

Proponents have marketed e‐learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e‐learning or related innovations. In this paper, the e‐learning‐adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e‐learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e‐learning on teaching and learning. Ten myths on e‐learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made.     

Use of the concept of Bildung in the international science education literature,its potential,and implications for teaching and learning

Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.     

新世纪高校思想政治教育工作的多元理念与实践

21世纪是人才竞争、科技竞争的世纪,培养有理想、有道德、有文化、有纪律的社会主义事业建设者和接班人,以适应新世纪的挑战,是祖国和人民赋予高校光荣而艰巨的历史使命。当前,摆在我们面前的课题是如何进一步探索出适合高校特点、发挥高校优势,顺应时代要求的思想政治教育工作的有效途径。本文从教书育人的神圣职责、揭示个体社会化的历程真谛和反映高校特有规律三个方面探讨在新的世纪高校思想政治教育的理念与实践。     

Community,philosophy and education policy: against effectiveness ideology and the immiseration of contemporary schooling

Contemporary education policy is dominated by a seriously flawed intellectual framework (school effectiveness) which will inevitably fail as a means of educating persons for the 21st century or, indeed, any other. Drawing on the work of the Scottish philosopher, John Macmurray, the paper sets out not only to understand why this is so, but also to offer a positive alternative in its place, namely, transformative or person-centred education. Central to this endeavour is an emancipatory, inclusive notion of community and a complementary understanding of its relation to the necessary demands of organizational and functional life.     

Computer usage and cognitive capability of older adults: Analysis of data from the Health and Retirement Study

As America’s older population continues to grow, more individuals are experiencing cognitive decline in the United States. At the same time, we live in an age where technology has increasingly become an integral part of our daily lives. Although numerous studies have examined cognitive functions of older adults from a diverse range of perspectives, research on the relationship between the technology adoption and adult cognitive capacity has been limited. Using nationally representative data (n = 5,259) from the Health and Retirement Study (HRS), this study analyzed the effect of computer usage on the cognitive capabilities of individuals aged 50 and older in the United States. Findings show that computer use in older adults declines with age but rises for those with higher levels of education. Results also indicate that an increased use of computers is significantly associated with improved cognitive capability, when controlling for age, gender, and years of education. Further research is needed to better understand the patterns of technology adoption among older adults and assess its effects on their cognitive abilities.     

Change and Continuity in the Singapore Literature-in-English Curriculum

This paper examines contestations over the value of Literature in the secondary school curriculum in the former British colony of Singapore and the way the Literature curriculum has been framed to understand the various issues surrounding the role of Literature education. Using Raymond Williams’ framework of dominant, residual and emergent ideologies, I show how the dominant perception of Literature study in Singapore as a decontextualised humanistic and aesthetic subject is influenced by its residual British colonial legacy. Significant official changes, fundamentally conservative, have been driven by the governing ideology of instrumental pragmatism and are tied to twin aims of economic well-being and national belonging. The conservative view of Literature education prevents the adoption of emergent views of Literature education as hybrid, multimodal and critical. A pragmatic re-evaluation of the aims of Literature education in the twenty-first century is required to regain renewed significance for the subject.     

21世纪高校图书馆员的继续教育

时代的发展对图书馆员提出了更高的要求,尤其是素质教育模式下对高校图书馆员的要求。本文从21世纪社会对馆员的要求出发,提出了继续教育的观念,然后阐述了继续教育的内容和完善继续教育所采取的形式。     

Observed Score Linear Equating with Covariates

This paper examined observed score linear equating in two different data collection designs, the equivalent groups design and the nonequivalent groups design, when information from covariates (i.e., background variables correlated with the test scores) was included. The main purpose of the study was to examine the effect (i.e., bias, variance, and mean squared error) on the estimators of including this additional information. A model for observed score linear equating with covariates first was suggested. As a second step, the model was used in a simulation study to show that the use of covariates such as gender and education can increase the accuracy of an equating by reducing the mean squared error of the estimators. Finally, data from two administrations of the Swedish Scholastic Assessment Test were used to illustrate the use of the model.     

教育的转型与教育观念的更新变革

走向新世纪的教育正经历着重大的历史转型时期：从应式教育转向素质教育，从精英教育转向大众教育，从继承式教育转向创新教育，从阶段性教育转向终身教育。面对这样的转型要求我们确立现代素质教育观、现代教育人才观、现代教育质量观、现代教育发展观。     

我国高校体育管理现状分析

在进入21世纪的经济转轨、社会转型的大背景下，我国经济形势和科教形势发生了深刻变化，高等教育的发展面临着许多新的问题和挑战。高校体育管理作为高等教育中的一个学科，要求我们必须转变人才观和教育观，即高校体育管理必须从精英教育向大众教育转变。因此高校体育学科必须突破长期以来形成的统一办学模式，走个性化办学模式，使自身水平得到不断提高。     

“儿童中心”论在美国的兴起

在19世纪末、20世纪初的美国,儿童观的转变、儿童研究运动的兴起、新的儿童教育理念的传播以及改革学校呼声的不断高涨,为"儿童中心"论在美国的兴起准备了条件本文旨在通过对历史文献的梳理,考察这一时期美国教育界的相关思潮,分析"儿童中心"论的兴起和在早期阶段的主要含义。19世纪末20世纪初,在公立学校课程改革的论争中,帕克运用赫尔巴特学派"集中"的概念较早明确提出了儿童是学校中心的观点,儿童研究运动的代表人物霍尔提出了"儿童中心的"学校理想,而杜威则通过比较新旧教育的差异,将"儿童中心"作为新教育的基本特征。在同样使用"儿童中心"概念的教育家的思想中,这个观念所指陈的问题不同,其含义也存在明显差异。对"儿童中心"论兴起背景与过程的探讨,有助于更合理、更充分地把握这个观念的准确含义及其历史价值。 更多还原     

Comparing conventional and resource based education in chemical engineering: student perceptions of a teaching innovation

While the adoption of resource based education (RBE) in the teaching of individual engineering subjects is not novel, the introduction of RBE throughout an entire university department is unprecedented. The purpose of this longitudinal study with second year Chemical Engineering students (n = 31) was to detect, quantify and describe the consequences for teaching and learning of some concerns that had arisen in students as a result of the introduction of RBE. These concerns appeared to pose some formidable obstacles to the successful implementation of RBE within the academic department. 62 obstacles to effective study that were rated both serious and frequently occurring (major problems), were identified in conventionally taught course units and in RBE units, using personal interviews, the nominal group technique, and a modified perceived problems inventory (Cruickshank et al., 1974; Otto et al., 1979). Major study problems were isolated in each of the main learning resources provided in RBE and in conventional course units. Resource based education generated study problems for students that were quantitatively and qualitatively different from study problems encountered under conventional engineering education. Conventionally taught course units generated study problems in the lecture and student assessment components of the course, whereas RBE confronted students with new and major problems with use of the resource laboratory, with reference materials, with tutorials, and with student assessment demands.     

Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints

This is a commentary paper in the volume on “Teachings situations as object of research: empirical studies within theoretical perspectives”. An essential object of mathematics education research is the analysis of interactive teaching and learning processes in which mathematical knowledge is mediated and communicated. Such a research perspective on processes of mathematical interaction has to take care of the difficult relationship between mathematics education theory and everyday mathematics teaching practice. In this regard, the paper tries to relate the development in mathematics education research within the theory of didactical situations to developments in interaction theory and in the epistemological analysis of mathematical communication.     

Scaling the Heights of Heaven: Sister M. Rosalia Walsh and the Use of Story in the Adaptive Way

The work of Sister M. Rosalia Walsh and the Mission Helpers of the Sacred Heart gave impetus to the reemergence of the use of story in catechetical materials designed and published in the United States during the first half of the twentieth century. Focused on catechetical needs of Catholic children who did not attend Catholic schools, The Mission Helpers' Adaptive Way method also systematically addressed the training of the catechists who would teach them. This article examines Sister M. Rosalia Walsh's contributions against the historical backdrop of the catechetical renewal movement that began in Europe in the late nineteenth century and made its way to the United States in the early decades of the twentieth century. It is in this transitional period that a wider use of story returns to Roman Catholic religious education following a centuries-long hiatus. Sister M. Rosalia Walsh was a pioneer in catechist training, bringing to light once again the power of the use of story in the Christian formation of children.     

Guidelines to design engineering education in the twenty-first century for supporting innovative product development

In the twenty-first century, meeting our technological challenges demands educational excellence, a skilled populace that is ready for the critical challenges society faces. There is widespread consensus, however, that education systems are failing to adequately prepare all students with the essential twenty-first century knowledge and skills necessary to succeed in life, career, and citizenship. The purpose of this paper is to understand how twenty-first century knowledge and skills can be appropriately embedded in engineering education finalised to innovative product development by using additive manufacturing (AM). The study designs a learning model by which to achieve effective AM education to address the requirements of twenty-first century and to offer students the occasion to experiment with STEM (Science, technology, engineering, and mathematics) concepts. The study is conducted using the quality function deployment (QFD) methodology.     

论教师教育文化自觉

费孝通的＂文化自觉＂是＂人＂的自觉,其本质是主体的＂自我反思性构建＂,自我超越是＂文化自觉＂的根本要义。＂文化自觉＂与教师教育场域之间具有的内在耦合性及教师教育现代化转型与发展的诉求是促发教师教育文化自觉命题的＂双轨＂动因。教师教育文化自觉的向度、意涵、基本价值构成等体现为＂文化自觉＂的理论与实践意义在教师教育场域中的具体释放或表征。从新世纪教育的使命出发,＂文化自觉＂应为教师教育实现21世纪＂人文重建＂使命的实践逻辑基础。     

Factors affecting teachers' adoption of educational computer games: A case study

Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K‐12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K‐12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games.