加强评估促进函授、夜大学教育健康发展

加强评估促进函授、夜大学教育健康发展董明传一、函授教育和夜大学的现状、成绩和问题１、现状到］９９３年底，全国普通高等学校有１０６５所，举办函授、夜大学的普通高等学校有８２９所，占普通高等学校校数的７７．８％。１９８６年举办函授、夜大学的普通高等学校有...     

高校函授、夜大学教育评估小议

高校函授、夜大学教育评估小议李祥云，王建民，巩小琴西安公路交通大学西安公路交通大学的函授、夜大学教育评估，分别于１９９０年、１９９５年作为交通部属院校试点学校，业经完成了两个全过程。在此函授、夜大学教育评估工作即将在全国范围内普遍展开的前夕，我们拟谨...     

关于函授、夜大学评估工作的几点意见

关于函授、夜大学评估工作的几点意见河北省教委副主任刘永瑞目前，在全省３８所普通高等学校中，举办函授专科教育的学校２２所、函授本科教育的学校９所，举办夜大学专科教育的学校１８所、夜大学本科教育的８所，截止去年底统计，全省（含部委周高校）设函授站（点）１...     

函授夜大学教育评估的意义和作用

函授夜大学教育评估的意义和作用姚铁谊，李晓雪一、评估进一步提高了领导对函授、夜大学教育的重视程度函授、夜大学教育，由于其本身不同于普通高等教育的特点，虽然经历了一个逐步发展壮大的过程，但其在各高校的地位多被作为挖掘潜力办班。因之，在学校投入、领导重视...     

中国人民大学函授、夜大学教育评估自评报告

中国人民大学函授、夜大学教育评估自评报告（１９９６年８月）杨干忠编者按：受国家教委的委托，北京地区普通高等学校函授、夜大学教育评估专家组１０月７日至９日对中国人民大学函授、夜大学教育进行了评估，在１０月７日的汇报会上，人民大学成人高等教育学院院长杨干...     

国家教委王明达副主任在全国普通高校函授、夜大学教育评估工作会议上的讲话

国家教委王明达副主任在全国普通高校函授、夜大学教育评估工作会议上的讲话全国普通高校函授、夜大学教育评估工作会议今天开幕了。开展教育评估工作是实施《教育法》，贯彻落实《中国教育改革和发展纲要》的一项重要内容。这次会议的任务是动员、部署全国函授、夜大学教...     

信息与动态

函授、夜大教育形式符合国情还应发展国家教委副主任邹时炎在北京市高校函授夜大学教育研究会新年茶话会上的讲话中指出,函授、夜大学这两种教育形式符合我国国情,今后还要大力发展。邹时炎说,夜大学和函授、广播电视教育等远距离教育形式耗资少,适合于在职业余学习.依托于普通高校举办的夜大学,函授教育,教     

动态信息

动态信息国家教委发布《关于做好普通高等学校函授、夜大学教育评估工作的通知》举办函授、夜大学教育是普通高等学校的基本任务之一。函授、夜大学的教育质量反映高等学校综合办学水平。为提高普通高等学校函授、夜大学的教育质量．促进函授、夜大学健康发展．国家教委决...     

浅谈夜大学教育的特点及其质量管理

夜大学教育,是我国普通高校成人高等学历教育重要办学形式之一。本文认为,掌握夜大学教育特点,按其特点办学,是促进夜大学教育发展的基础;而狠抓教学、教育等环节管理,则是提高夜大学教育质量的根本。     

建立具有时代特色的中医药成人教育体系

一、继续发挥中医药函授、夜大学的办学优势 教育部《关于大力发展高等学校函授教育和夜大学的意见》指出：‘为适应我国国民经济发展的需要，发展高等教育应贯彻两条腿走路的方针，采取多种形式办学”。高等中医院校除办好全日制教育外，还应根据自身条件，积极举办函授和夜大学教育。这对于扩大中医药教育事业的规模，改变我国中医药教育发展与经济发展不相适应的状况，提高全民族的科学文化水平，加快中医药走向世界的步伐，具有重要深远的意义。中医药函授、夜大学具有普通全日制教育所代替不了的优势，它以业余学习为主，辅之以自学及…     

Mental health problems of deaf Dutch children as indicated by parents' responses to the child behavior checklist

Emotional/behavioral problems of 238 deaf Dutch children ages 4-18 years were studied. Parental reports indicated that 41% had emotional/behavioral problems, a rate nearly 2.6 times higher than the 16% reported by parents of a Dutch normative sample. Mental health problems seemed most prevalent in families with poor parent-child communication. Deaf children ages 12-18 showed more problems with anxiety and depression and more social problems than those ages 4-11. Deaf children with relatively low intelligence showed more social problems, thought problems, and attention problems than those with relatively high intelligence. The authors stress the need to get information on deaf children's mental health functioning not just from parents but from other informants such as teachers and the children themselves. An expansion assessment of deaf children, and of special services and treatments for deaf children and adolescents with emotional/behavioral problems, is recommended.     

学习不良儿童的心理问题及其干预措施

学习不良儿童作为一个异质群体,存在着严重的心理问题。学习不良儿童的心理问题既表现为心理障碍(如抑郁、自杀等),又表现为发展性心理问题(如违纪、焦虑、攻击性、说谎、逃学等)。文章列举了学习不良儿童心理问题的主要表现,并针对这些心理问题提出了干预措施(主要有学校教育干预、家庭干预及心理辅导与治疗等)。     

Preschool-Aged Siblings of Adjudicated Youths: Multiple Risk Factors for Conduct Problems

Younger siblings of adolescents with histories of antisocial behavior are at high risk for developing conduct problems. Information about risk exposure in youths at familial risk for conduct problems is critical to the design of informed preventive interventions. The prevalence of well-validated risk factors for conduct problems was examined in a sample of 92 preschool-aged siblings of adjudicated youths. As expected, preschoolers at familial risk for conduct problems were exposed to a range of sociocultural, biological, and parenting risks. Risk exposure was associated with concurrent conduct problems and social competence in the preschool period. Only a minority of preschoolers was reported by parents to have clinically significant conduct problems, and this subgroup had more risks than children with conduct problems in the normal range. Findings are discussed in the context of preventive interventions for high-risk children and families.     

Preschool-Aged Siblings of Adjudicated Youths: Multiple Risk Factors for Conduct Problems

Younger siblings of adolescents with histories of antisocial behavior are at high risk for developing conduct problems. Information about risk exposure in youths at familial risk for conduct problems is critical to the design of informed preventive interventions. The prevalence of well-validated risk factors for conduct problems was examined in a sample of 92 preschool-aged siblings of adjudicated youths. As expected, preschoolers at familial risk for conduct problems were exposed to a range of sociocultural, biological, and parenting risks. Risk exposure was associated with concurrent conduct problems and social competence in the preschool period. Only a minority of preschoolers was reported by parents to have clinically significant conduct problems, and this subgroup had more risks than children with conduct problems in the normal range. Findings are discussed in the context of preventive interventions for high-risk children and families.     

Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification task

The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathematics disabilities were unaffected by answer plausibility on simple addition problems, processed implausible and correct sums with equal speed on complex problems, and exhibited a smaller reduction of the complexity effect on implausible problems. They also made more errors on implausible problems. Different hypotheses are discussed to account for these results.     

问题意识:创新素质的源泉

创新往往始于问题的发现,而发现问题又源于强烈的问题意识。问题意识是思维的动力,是创新素质的源泉。研究生学习的价值在于发现问题、解决问题。培养研究生创新素质,应始于问题意识,没有问题意识,研究生创新素质及创新活动将成为无本之木。     

Inquiring into the Nature of STEM Problems

Around the world, there is a growing interest in integrated STEM (science, technology, engineering, mathematics) education. Many of the calls for integrated STEM emphasize the need for students to engage with complex STEM problems that cut across multiple fields. Yet there is a need to clarify the nature of those problems and differentiate STEM problems from those of different kinds. This conceptual work examines the nature of STEM problems in order to inform pre-college educational efforts in STEM. A typology is introduced that situates STEM problems within a broader space of problems within STEM and non-STEM fields, and the characteristics of STEM problems are described. The typology and characteristics are then applied to different approaches to STEM instruction. A key conclusion is that many integrated STEM education efforts tend to focus on STEM problems that are narrowly framed and that do not include attention to social, cultural, political, or ethical dimensions. However, alternative instructional approaches exist that re-introduce those missing dimensions. If STEM education is to prepare students to grapple with complex problems in the real world, then more attention ought to be given to approaches that are inclusive of the non-STEM dimensions that exist in those problems.

     

浅谈齐次性

该文针对齐次函数在中学的因式分解的应用和高等数学的齐次微分方程、齐次函数等有特殊的解法,浅谈非齐次性问题转化为齐次问题来解决.     

An Ethnographic Study of the Computational Strategies of a Group of Young Street Vendors in Beirut

This study examines the computational strategies of ten young street vendors in Beirut by describing, comparing, and analyzing the computational strategies used in solving three types of problems in two settings: transactions in the workplace, word problems, and computation exercises in a school-like setting. The results indicate that vendors' use of semantically-based mental computational strategies was more predominant in transactions and word problems than in computation exercises whereas written school-like computational strategies were used more frequently in computation exercises than in word problems and transactions. There was clear evidence of more effective use of logico-mathematical properties in transactions and word problems than in computation exercises. Moreover, the success rate associated with each of transactions and word problems was much higher than that associated with computation exercises.This revised version was published online in September 2005 with corrections to the Cover Date.     

邓小平对"三农"问题的认识历程及其启示

中国国情决定了“三农”问题是中国社会主义现代化建设和今后发展的根本性问题。邓小平同志一向十分重视“三农”问题，他在不同的时期针对农业、农村、农民中出现的新情况、新问题作出了一系列论述，从而形成了有着自己特色的“三农”思想，找到了一条适合中国国情的振兴“三农”之路。邓小平对“三农”问题的认识历程，关于“三农”的重要论述，对我们今天制定正确的“三农”政策，正确解决好“三农”问题，有力推动农村的全面小康建设具有重大的理论价值和现实意义。