创设问题情境 引导学生自主学习

我国中学数学改革的实施，旨在提高教学质量。提高学生素质。本文从创设适应的问题情境这一角度谈在新课程改革中怎样引导学生自主学习，真正实现了学生的主体地位。使学生在课堂教学中动起来。     

会计信息失真的成因及治理对策

会计信息综合反映单位一定时期的经营活动和经营成果,在改善微观管理和宏观调控方面发挥着重要作用。由于我国正处于经济体制的转轨时期,现代企业制度尚未真正建立,会计法制尚不健全等原因,会计信息失真问题比较严重。面对会计信息失真的现状、表现、危害、原因,从进一步完善公司治理结构、完善会计制度、加强会计法规建设、强化监督管理、提高会计人员素质等方面提出一些建议。     

Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator

Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement.     

Cognitive behavioral counselling with isolated university students

Social isolation is a concern for many university students. Methods for counsellors to help these shy and lonely clients have evolved, starting with behavior modification techniques popular in the 1960's. Recent developments in helping techniques have taken the form of structured approaches which implement behavioral as well as cognitive techniques. However, none of these has achieved the goal of a well-integrated model. The author presents one such attempt, based on Meichenbaum's Stress Innoculation Training and Fremouw's Integrated Behavioral Treatment. The model includes Cognitive Structuring, Stress Reduction and Skill Development components which overlap and interlock into a comprehensive therapy approach. Examples for each component are described. Finally, a summary statement is made in which the author describes the value of the model.     

Education for autonomy and open-mindedness in diverse societies

In recent years, democracies across the globe have seen an increase in the popularity and power of authoritarian, nationalist politicians, groups, and policies. In this climate, the proper role of education in liberal democratic society, and in particular its role in promoting characteristics like autonomy and open-mindedness, is contested. This paper engages this debate by exploring the concept of autonomy and the obligations of liberal democratic societies to promote it. Presenting the conditions for the exercise and development of autonomy, I argue that the intellectual virtue of open-mindedness is necessary (though not sufficient) for possession of the capacity for autonomy and the motivation to exercise this capacity. In considering the importance of autonomy in liberal democratic societies, I argue that education for autonomy and open-mindedness can be justified by appealing to several liberal democratic aims: ensuring fair opportunity in the pursuit of the good life and preparing students for citizenship in diverse society. My analysis of the relationship between autonomy and open-mindedness aims to contribute to the literature by identifying a conception of autonomy that explicitly acknowledges its connections to intellectual virtue, thus clarifying one aspect of its value and identifying an important component of education that supports autonomy.     

“Dancing in a cage”: Changing autonomy in Chinese higher education

In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics. This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the effects of these key policy developments in two case study universities. This research was part of a larger study of new power relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important not to gloss over the complex and often contradictory national and local mediations of “global” policy trends.     

Search for autonomy in motor task learning in physical education university students

The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale (EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational orientation.     

Do modes of thinking predict career interest types among Chinese university students?

This study had two objectives. The preliminary objective was to further test the psychometric properties of the short-version self-directed search that was intended to be a brief research tool for measuring Holland [Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall; Holland, J. L. (1994). Self-directed search. Odessa, FL: Psychological Assessment Resources] six career interest types. The primary objective, though, was to examine the predictive power of modes of thinking for career interest types. Modes of thinking were grounded in Torrance's [Torrance, E. P. (1981). Implications of whole-brained theories of learning and thinking for computer-based instruction. Journal of Computer-Based Instruction, 7(4), 99–105] notion of brain dominance.

Two hundred and seventy-two university students from Shanghai, People's Republic of China, responded to the style of learning and thinking and the short-version self-directed search. Results showed that after gender effect was taken into account, the holistic mode of thinking (characterized by its creativity-generating tendency) significantly predicted five of the six career interest types (realistic, investigative, artistic, social, and enterprising) defined by Holland. The analytic mode of thinking (characterized by its tendency for norm-conformity) contributed to Holland's conventional career interest type. We discuss implications of these findings for university educational and career counselors and for faculty members.     

Mental disorder stigma among Scottish university students

Many studies have investigated university students’ attitudes to people with mental disorder (PMD) but most have used medical student participants. No Scottish studies were found on this topic where students of a broad range of subjects had participated. A mixed methods research design was employed where the topic was qualitatively explored (n = 3) prior to quantification of perspectives via questionnaire use (n = 642). Only 10.3% of questionnaire respondents agreed that PMD tended to be more violent than others and only 3.7% believed keeping PMD in psychiatric hospitals made the campus safer. Over 94% disagreed that PMD caused their problems, but 20.3% disagreed that PMD often improved with treatment. Almost 4% reported unwillingness to work on a class project with PMD. Science students were significantly more likely than arts students to view PMD as: violent, unpredictable, blameworthy for their condition, people who should be kept away from campus, causing them to feel unsafe. International students were more likely to ‘strongly agree’ than European Union (EU) students that PMD should be kept off the campus. EU students were more willing to work on a class project with PMD than international students were. Postgraduate students exhibited several more negative attitudes than undergraduates; being more likely to see PMD as violent and less likely to work on a class project with PMD. The need for mental disorder stigma related education among students at Scottish universities should be assessed.     

Perceived employability and ability self among Finnish university students

Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability.

     

认知语境与对外汉语听力教学

认知语境理论在对外汉语教学中应用较广,但关于该理论在汉语听力教学中应用的研究相对较少。结合对外汉语听力教学的特点,我们可以将依附于认知语境理论的“组块”记忆作为听力教学研究的一个切入点。     

Thinking styles and conceptions of creativity among university students

This research aims to understand university students’ thinking styles and the relationship with their views of creativity. The Thinking Styles Inventory‐Revised II was used to measure 13 thinking styles as defined in Sternberg’s theory of mental self‐government and the Conceptions of Creativity Scales was used to inquire students’ views about the conditions for evaluating creativity from six aspects: intelligence, knowledge, style of thinking, personality, motivation and learning environment. Significant relationships were identified between thinking styles and conceptions of creativity. This research contributes to the understanding about the relationship between conceptions of creativity and thinking styles, and brings insights for educators about educational innovations, as one of the key objectives of educational innovations is to develop creativity of the younger generation.     

Cultivating self-worth among dislocated Tibetan undergraduate students in a Chinese Han-dominated national key university

Drawing upon fieldwork conducted with a group of dislocated Tibetan undergraduate students of the neidi ban program in a Han-predominated university, this paper examines the ways in which these students make sense of their worlds. To achieve this, they have actively and engagingly organized a series of symbolically meaningful activities that draw on the symbolic resources from their cultural traditions, their specific educational trajectory, and their anticipation for the future. The paper, nonetheless, also questions in the conclusion how the program can sustain a promising future that is inseparable from the sense of self-worth among the Tibetan students.     

Monetary Reward Versus the National Ideological Agenda: career choice among Chinese university students

Abstract

This paper studies university students’ job‐selection criteria as an indicator of how socio‐economic forces have deconstructed the state‐supported value system in China in the course of reformatting a society in which money‐power has risen to combat not only political control but moral forces. The analysis is based on the surveys conducted by Chinese researchers in various institutes and different regions between 1990 and 1995. The study suggests the increasing importance of “a good income” in graduate job selection, which is a reflection of a set of new concepts competing with the official ideology. Growing market forces, translated into educational reform as “economic efficiency”, have undermined the effectiveness of political‐moral education. Because of the collapse of traditional values and the lack of new ethical standards of conduct, “money talks” has become a norm guiding social behaviours and personal relationships, and has helped form a force to resist the power of political‐moral education.     

Maintaining academic integrity among East African university students

Abstract

The purpose of this research was to examine the extent to which academic integrity is maintained in the academic programmes of three East African university students selected from one of the universities in each one of the three countries. For confidentiality and identification purposes, the universities were labeled A, B and C. The level of academic integrity was interpreted on the basis of the extent to which participants admitted to have engaged in plagiarism and academic misconduct in its various manifestations. The findings clearly indicated that academic dishonesty is widely practised by East African university students. The extent to which this held true varied from one item to another of the sixteen questionnaire statements with the highest score being in items related to plagiarism. Overall, 37% of the students in university C, followed by 32% of students in university A and 24% of students in university B engaged in academic dishonesty. The rate at which academic dishonesty was reported was comparable to what has been reported in other countries including Canada, Ethiopia, South Africa, the UK and USA.     

Childhood sexual abuse among university students in Tanzania

OBJECTIVES: There are no prevalence data for childhood sexual abuse among Tanzanian university students. This investigation addressed this paucity. The nature of sexual abuse was also investigated. METHOD: Participants (N=487) from a university in Tanzania completed a questionnaire which assessed abusive childhood sexual experiences, gathering information about age of victim, duration of abuse, perpetrators, amount of force or persuasion involved, and potential causes of child sexual abuse. A number of individuals were also interviewed about their experiences. RESULTS: The overall prevalence rate for child sexual abuse was 27.7%, with rates being higher for females than for males. The average age of the victim when abuse occurred was 13.8 years. Perpetrators were generally unidentified by respondents; nonetheless, a surprisingly high proportion of female perpetrators was noted. There was a considerable amount of force or persuasion involved in the abusive behavior: betrayal of trust, bribes and physical force were cited frequently. Poverty and superstition were the primary explanations given for child sexual abuse. CONCLUSION: The study provides evidence for the existence of child sexual abuse in Tanzania. Poverty feeds the "sugar daddy/mammy" phenomenon and combined with various forms of superstition is an important factor in child sexual abuse in Tanzania.