高沟电缆产业集群发展的SWOT分析及战略规划

在发达国家,产业集群已十分普遍和成熟,基于产业集群而形成的集群经济早己成为区域经济的重要板块。我国也越来越多的地区希望借助产业集群发展区域经济。在对安徽高沟电缆产业集群的发展优势、劣势、机遇、威胁分析的基础上,用SWOT分析对高沟电缆产业集群的发展给出了战略规划,从企业与政府视角探讨促进高沟电缆产业集群快速发展的战略、制度安排和政策措施。     

THE DEVELOPMENT OF A COMPETENCE SCALE FOR LEARNING SCIENCE: INQUIRY AND COMMUNICATION

The objective of this study was to develop an instrument to measure school students’ competence in learning science as part of a large research project in Taiwan. The instrument consisted of 29 self-report, Likert-type items divided into 2 scales: Competence in Scientific Inquiry and Competence in Communication. The Competence in Scientific Inquiry scale contained 4 subscales: presenting questions and hypothesis, planning, experimenting and data gathering, and data analyzing, interpreting, and concluding. The Competence in Communication scale contained 4 subscales: expressing, evaluating, responding, and negotiating. Students were recruited randomly from primary, junior, and senior high schools in different regions of Taiwan to validate the instrument and establish its reliability and validity. The results of the analyses indicate that the instrument, scales, and subscales have reasonable internal consistency; that the theoretical structure was supported by empirical data; and that the subscales are homogeneous. These results indicate that it is an appropriate tool for measuring students’ competence in learning science. Implications and suggestions for further studies are included.     

DEVELOPMENT, VALIDATION, AND USE OF A GREEK-LANGUAGE QUESTIONNAIRE FOR ASSESSING LEARNING ENVIRONMENTS IN GRADE 10 CHEMISTRY CLASSES

This study describes the development and validation of a Greek-language instrument that can be used to assess grade 10 students' perceptions of their chemistry classroom environment as a means of showing differences between chemistry learning environments in Greece (Attica) and Cyprus. The development of the instrument was based on available learning environment questionnaires. The questionnaire was administered to 1,394 students from 49 chemistry classes in Attica, and the resulting data were analyzed to explore the reliability and the validity of the new instrument. The validated questionnaire was administered to 225 students from 15 classes in urban areas of Cyprus. The data analyses supported the questionnaire's internal consistency, discriminant validity, and ability to differentiate between classrooms. Effect sizes and independent samples t test analyses revealed differences between the two samples. Cypriot students viewed their chemistry classroom environment more favorably than did the Attica students. A possible cause for this difference could be the knowledge-centered aspect of the grade 10 chemistry curriculum in Greece compared to the corresponding tool-instrumental knowledge curriculum in Cyprus.     

CHANGING VISIONS OF EXCELLENCE IN ONTARIO SCHOOL POLICY: THE CASES OF LIVING AND LEARNING AND FOR THE LOVE OF LEARNING

In this essay, Rosa Bruno‐Jofré and George Hills examine two major Ontario policy documents: 1968's Living and Learning and 1994's For the Love of Learning. The purpose is, first, to gain insight into the uses of the term “excellence” in the context of discourse about educational aims and evaluation, and, second, to explore how these uses may have changed over time. Bruno‐Jofré and Hills employ the conceptual framework developed by Madhu Prakash and Leonard Waks to elucidate the varied notions of excellence contained in the two reports. Bruno‐Jofré and Hills argue that Living and Learning is an eclectic report that creates continuity by aligning itself with the pedagogically progressive tradition in Ontario; that propounds a holistic conception of excellence centered on the all‐around development of the self; and that seeks simultaneously to secure a sense of being Canadian while dealing with rapidly emerging social fragmentation. For the Love of Learning, in contrast, attempts to combine a technical view of excellence in education (stressing various literacies and skills as measurable indicators) with the principles of caring and the goals of social responsibility. Each report can be seen as an attempt to respond to the expectations of a population that had become increasingly diverse in the interval between the two reports. What is cause for concern in terms of policymaking, Bruno‐Jofré and Hills conclude, is the turn away from broader, more comprehensive and coherent views of excellence in education toward narrower and more fragmented accounts that are preoccupied with various types of literacy or loosely related vocational and other skills. The effect of this shift is to leave educational policy and practice in the schools essentially rudderless.     

LEARNING AND DOING: THE IMPORTANCE OF SERVICE-LEARNING IN GERONTOLOGY

Service-learning is an approach to teaching and learning that has great potential for gerontology. The articles in this special issue present a wealth of conceptual and practical information about how to create service-learning opportunities, manage them effectively, and evaluate them appropriately. This article identifies several common themes in the articles and offers an administrative perspective on the role and value of service-learning.     

学习迁移研究的历史与发展

学习迁移即一种学习对另一种学习的影响，它广泛地存在于知识、技术、态度和行为规范的学习中。迁移是学习的继续和巩固，又是提高和深化学习的条件，学习与迁移不可分割，学习迁移一直是学习理论的一个重要问题，对迁移进行研究，有助于探讨人类学习的实质和规律，揭示能力和品德形成的内在机制，同时也为教学过程提供理论依据。迁移的研究是对所有综合性认知理论的一个严格的、也是必要的经验。     

THE USE OF LEARNING PROFILES IN ASSESSMENT AND IN THE EVALUATION OF TEACHING

This paper reports how individual students respond to a nine‐week course in plant anatomy using two teaching techniques: self‐instruction and group interaction.

Students vary widely in their responses to teaching by these techniques. Over the four years of the study (1975–78) four major patterns of response have emerged. These are described as learning profiles. The profiles are composed from curves depicting the attainment of individual students, measured in seven weekly assessment tests given during group sessions. The assessment tests measured performance in four capacities, based on Bloom's criteria, viz. recall of knowledge, comprehension, application and short‐chain problem solving. Learning curves for each of these four capacities were obtained for each individual student. Other variables, e.g. general ability, age, sex, anxiety, motivation, time spent etc. were also determined for each student.

The purpose of the course is to train students to solve problems in plant anatomy. Although strategies for solving long‐chain problems were not practised in groups, the component skills used in their solution were practised in the weekly test items.

From the profile types — i.e. the patterns of individual response to the teaching ‐ it was possible to make some prediction about performance in the final examination, although this examination was predominantly one to test capacity to solve long‐chain, multi‐step problems.     

MOOCs背景下大学英语课程设置的思考

MOOCs是一场学习革命,是具有交互功能、开放式的在线学习方式,促进了知识传播方式、学习方式和教学组织形式的不断变革。本文以大学英语课程的设置为研究对象,通过对学习者学习需求的分析,探究大学英语课程的设置模式,使课程设置符合当下学生的学习特点,突出个性化学习和自主化学习。     

我国大学人文教育的反思与重构

我国大学人文教育自近代以后出现了诸多问题 :人文教育受到科学教育的遮蔽 ,位序式微 ;人文教育科学化、政治化、意识形态化、形式化 ,导致人文教育中的人文性缺场。要改变大学人文教育的这种境况 ,就得重构大学人文教育。     

近年来国内学习迁移研究的成果、问题与建议

介绍了当前周内学习迁移研究的现状，总结我国近年来学习迁移研究中存在的四个问题：（1）迁移研究的本土化问题；（2）迁移研究中的纵向研究和横向研究问题；（3）关于迁移研究中物理的或社会的情境因素；（4）学生的迁移能力的培养问题。并提出了解决这些问题的初步设想。     

走向"三重螺旋":我国产学研合作的战略选择

本文在阐述中国产学研合作发展现状的基础上 ,借鉴先进国家的成功经验 ,积极倡导学术界、产业界和政府之间“三合一”的体制化运行机制 ,作为推进中国产学研合作在 2 1世纪深入发展的战略选择。     

SOCIAL WORK DIALOGUES: TRANSFORMING THE CANON IN INQUIRY,PRACTICE, AND EDUCATION

Social work educators require textbooks and other teaching materials that can be used in research courses to enhance student learning. Likewise, social work practitioners require resource books that can be used to enhance practice. This article provides an essay review of four recently published books representing diverse viewpoints on social work research, and discusses these books in the context of the Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards and the National Association of Social Workers (NASW) Code of Ethics. The major aims, content, and scope of each book are reviewed as well as suggestions for their use in undergraduate or graduate courses, or as a resource for social work practitioners.     

英语广播在英语学习中的作用和利用

收听英语广播在英语学习具有不可低估的作用,是广大学生学习英语中可以利用的有效途径。英语广播有利于英语听说能力的培养;英语广播有利于英语阅读能力的培养。只要技术条件允许,收听在线英语广播是最佳选择,我们应该善于利用。     

SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY

This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry.     

GENDER DIFFERENCES IN LEARNING OF THE CONCEPT OF FORCE, REPRESENTATIONAL CONSISTENCY, AND SCIENTIFIC REASONING

This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students’ (n?=?131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students’ ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students’ abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning.