COMPUTERIZED DIAGNOSTIC TESTING

Efforts to use computers for diagnostic testing in education require appropriate psychometric and technological strategies and, equally important, good theoretical foundations as to what constitutes a diagnosis and how it is to be discerned in an examinee's performance. Although at present this combination is infrequent in education, for some years it has been in evidence in computer-managed diagnosis in medicine. For comparable success in the field of education, it is argued that artificial intelligence algorithms may provide a suitable avenue for developing diagnostic testing further.     

高校内部教育供给中存在的主要问题及对策研究

部分专业师资紧缺,专业老化,层次偏低,管理效益差,观念落后是当前高校内部教育供给中存在的主要问题.为此,需要加强教师队伍建设,正确定位专业、学科的类型和层次,更新办学观念,提高管理效益.     

TECHNICAL GUIDELINES FOR ASSESSING COMPUTERIZED ADAPTIVE TESTS

Guidelines are proposed for evaluating a computerized adaptive test. Topics include dimensionality, measurement error, validity, estimation of item parameters, item pool characteristics and human factors. Equating CAT and conventional tests is considered and matters of equity are addressed.     

EDUCATIONALIZATION: ON THE APPROPRIATENESS OF ASKING EDUCATIONAL INSTITUTIONS TO SOLVE SOCIAL AND ECONOMIC PROBLEMS

Abstract Educationalization is a term most frequently used to indicate that government (in particular) has inappropriately imposed on educational institutions responsibility for providing the solution to some social or economic problem. In this essay David Bridges illustrates, however, the way in which educational institutions collude in this process, where they see doing so as in their interests. He also points to the way idealistically (rather than cynically) educators might seek to contribute to the wider social agenda of their age. Indeed it is arguable that there is a conceptual link between the idea of education and that of social improvement. These observations frame the question about educationalization as one concerning the appropriateness or otherwise of looking to educational institutions to solve social problems and how one might determine such appropriateness. To what extent, Bridges asks, can and should educational institutions play a role in addressing the wider social and economic political agenda? In this essay he attempts the beginning of an answer to both these questions.     

中国教育私营化的机遇与挑战

中国各层次的民办学校正在大规模增长。本文正是要设定一种情景 ,从而更多地理解和引导这种现象。作者首先解释了在拥有庞大公立教育系统的国家缘何出现私立学校。基于埃斯特尔·詹姆斯的划分 ,私立学校是对过度需求、差异需求以及非营利组织大量出现的回应。中国的特点是在公共教育资源短缺的地方存在过度需求 ,特别是在中学阶段那些无法就学或是达不到中学教育和高等教育入学标准的学生中 ;差异需求也明显存在 ,民办精英学校的出现为学生在现有公立教育体系之外提供了另一种选择。其次 ,作者讨论了评价私立学校功能和运作的四个目标 :自由选择权、效率、公平和社会凝聚力。再次 ,他提出三个政策性工具以使私立学校达到上述目标 ,即财政、法规和支持性服务。最后作者考察了中国民办教育中存在的一些问题 ,特别是公平性问题。虽然中国在努力实现这些目标 ,但是对于民办学校的定位和监管法律依然含糊不清。今后需要澄清和完善这个民办教育的框架。     

RESPONSE OF US HIGHER EDUCATION TO EDUCATIONAL NEEDS OF FOREIGN STUDENTS

The questions of what foreign students expect from higher education institution of the host country and how, if at all, their institute is accommodating the specific needs of foreign students in terms of education that relates to development problems at home, are analyzed in the following article, in the context of higher education in the United States.

The article based on a speech given by Harold L. Enarson, President of Ohio State University, at the 1979 Conference on International Education: “International Education‐The Global Context, The U.S. Role”. The conference which was organized by the Institute of International Education was held from 26 to 28 February 1979 in Washington D.C., and was attended by over 800 academic, business, and governmental leaders. The aim of the conference was to help give direction and unity to efforts on behalf of international education for the decade ahead.     

迎接数字化校园的挑战-教育变革模型及其应用

数字化校园会改变学校的很多方面。如何应对诸多教育变革、有序高效地发挥数字化校园的威力,是很多学校都关心的问题。本文介绍了国外有关教育变革的研究成果,这些研究可以用来指导学校更好地制订相关政策、设计教师培训、推动技术应用。     

转化法在数学解题中的应用

本文通过例题说明转化法在数学解题中的应用     

JOHN DEWEY'S CONTRIBUTIONS TO AN EDUCATIONAL PHILOSOPHY OF INTELLECTUAL DISABILITY

A bstract .  Leading researchers describe the field of special education as sharply divided between two different theories of disability. In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey's other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey's observation that "The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has." ¹     

大肠埃希氏菌对部分抗生素敏感性的测定分析

为了解大肠埃希氏菌对常用抗生素的敏感性及耐药性,以指导临床选择最有效的抗生素治疗细菌感染,本文应用10种抗生素对从各种标本中分离的349株大肠埃希氏作了药物敏感性测定和分折。结果表明:①大肠埃希氏菌对10种抗生素大都敏感,尤以卡那霉最好,敏感性为66.19％(231株),居各药之首。庆大霉素、四环素、先锋霉素Ⅴ等敏感者均超过50％以上,而对其他部分抗生素已不同程度地产生了耐药。②虽然大肠埃希氏菌对卡那霉素、庆大霉素、四环素等均呈较高的敏感性,但也存在着不同程度的耐药菌株。③各标本间大肠埃希氏菌对药物敏感性经方差分析,349株不同标本的菌株间有显著性差异,F值=52. 53(P<0.01)。大肠埃希氏菌菌株对各种药物的敏感性也有显著性差异,F值=7.07(P<0.01)。因此,常用抗生素在治疗大肠埃希氏菌感染的疾病中仍然是主要的药物。药物敏感减低无疑将会给临床治疗和药物研究工作者带来一定困难。根据上述结果分析,对于大肠埃希氏菌菌株在培养、鉴定之后,选择特定的药敏试验,为指导临床正确并合理地使用抗生素,减少菌株抗药性提供了可靠的依据。     

数学解题方法的演变

以初等代数学、初等几何学的两个具体问题为例 ,将古代和现代解题思想方法进行了对比 ,分析了数学解题方法的演变过程及其原因 ,指出了这种演变对教育的影响 ;探讨了现行教育制度存在的弊端以及今后的教育取向问题。     

HIGHER EDUCATION IN RELATION TO PROBLEMS OF ENVIRONMENT

The first Intergovernmental Conference on Environmental Education convened by Unesco was held in Tbilisi (the Georgian SSRT USSR) from 14 to 26 October 1977. The Conference was organized by. Unesco in . co‐operation with the United Nations Environment “Programme (UNEP).

The Conference had the following main points on its agenda: major environmental problems in contemporary society; role of education in facing the challenges of environmental problems; current efforts at the national and international levels for the development of environmental education; strategies for the development of environmental education at the national level; regional and international co‐operation for the development of environmental education: needs and modalities.

The following information is based on those parts of the Final Report of this Conference which are of special importance in the planning, formulation and organization of environmental education in higher education institutions in the European region.