学习兴趣测评进展及转向

20世纪80年代后,学习兴趣测评围绕着学习兴趣对学习有什么影响、学习兴趣对发展有多大效应两个中心问题,使用自我报告、行为测量、神经科学三种方法开展了学习兴趣的测评研究,形成了学习兴趣测评的四个模型:发展模型、情绪模型、任务/环境模型、价值模型。未来学习兴趣测评会从研究边缘走向研究中心、从理论分散走向理论整合、从单一测量走向综合测量、从结果孤立走向结果联结、从理论研究走向实践应用。     

激发学习兴趣加强素质教育

兴趣是创造一个欢乐和光明的教学环境的主要途径之一，中学化学教学过程中 通过采用优化实验能力、提高课堂教学艺术、改革教学模式、增强作业多样性、抓好中差生的转化和创造良好师生关系等方面，来激发学生学习兴趣，使学生变被动学习为主动学习，使教师的主导作用和学生的主体作用有机地结合起来。重视学习兴趣的激发和培养，重视在化化学课堂教学中坚持“兴趣教学”，对于落实教学目标，全面落实素质教育工程，培养现代化所需要的创新人才，有着十分重要的意义。     

Coming‐of‐age in 1980s England: reconceptualising black students’ schooling experience

Much conventional ‘race‐relations’ research of the schooling of black youth has tended to be underpinned by models of social pathology and subjective discrimination. It is argued here that there is a need to reconceptualise black youths’ schooling experience within a theoretical framework that moves beyond mono‐causal explanations and examines the multifaceted dimensions of racially structured English schooling. Placing students at the centre of the research enables us to see how schooling for black female and male youths is a central part of an alienating social response to them, that results in their experience of a structured ‘different reality’ from the white population. In response to this, they have, collectively and individually, creatively developed coping and survival strategies. These are examined here.     

韩国八十年代以来课程改革的主要特征分析

韩国自八十年代以来总共进行了四次较大规模的课程改革,它们的主要特征有:从课程目标看,要造就面向21世纪的"新的韩国人";从课程管理看,要分化课程编制决策权;从课程设置看,要设置综合课程;从课程周期看,周期明显缩短,密度逐步增大。这些大密度的课程改革为韩国培养了一大批新型人才,并最终缔造了其经济上的优势地位。     

强化学生英语学习兴趣的有效途径

改变落后的授课模式,采用丰富多彩的教学形式,利用教师体态、语言,展示个性魅力,可建立良好的师生关系.采用现代化的教学手段能积极培养学生学习英语的兴趣.     

IQ and achievement: 1930s to 1980s

One hundred thirty-eight fifth-grade students from three upstate New York school districts were administered a 1930s version of the Pintner General Ability Tests: Verbal Series. Scores from this test were compared and correlated with scores from current IQ and achievement tests. The Pintner means were similar to those of the current IQ tests; the correlations of the Pintner with the other tests were of the same order as those typically reported among contemporary measures; and item difficulty, as indicated by rank order, appeared similar for the current sample and the 1930s norm groups. The findings are discussed with reference to research that has shown sharp increases in IQs of Americans since the 1930s and questions concerning changes in mental ability measures.     

Media Education in the 1980s

Teaching about the media need not be an elaborately complex business but could be done simply and effectively by very many teachers. Failure to do so is an omission of great magnitude and danger. As television stands on the threshold of change and expansion, Media Education must move to the centre of the curriculum, and this article suggests some of the constituents of a worthwhile course. The nature of television images, effects and values are discussed, and four major areas proposed for further investigation.     

American Education in the 1980s

The views presented are the authors’ own, and do not represent the official position of the National Institute of Education.