Multiple software review: Drawing path diagrams

Amos Draw v3.51. SmallWaters Inc., 1507 East 53rd Street, Suite 452, Chicago, IL. MS® Windows® 3.x, 95, NT.

Chartist v1.7. NovaGraph, Inc., P. O. Box 80115, Richardson, TX. MS® Windows® 3.x, 95, NT.

Microsoft PowerPoint v7. Microsoft Corp., One Microsoft Way, Redmond, WA 98052–6399. MS® Windows® 3.x, 95, NT.

EQS v5.3. Multivariate Software, Inc., 4924 Balboa Boulevard, #368, Encino, CA. Windows® 3.x, 95, NT; Mac® OS 7.0 (and above).

MS Paint. (Packaged with Windows® 3.x, 95).

Visio v1.0. Visio Corp., 520 Pike Street, Suite 1800, Seattle, WA 98101. MS® Windows® 3.x, 95, NT.     

陈独秀科学思想述评

陈独秀在新文化运动中高举起"民主"与"科学"的大旗,将科学与民主并重,把它们视为改造中国社会的一剂良方。为此,陈独秀阐释了科学的内涵,揭示了科学的价值,论证了发展科学事业、弘扬科学精神的重要性、必要性,指出了发展科学事业弘扬科学精神的途径和方法。这对重塑国民精神、开启民智产生了重大影响。     

“Reading” scientific diagrams: Characterising components of skilled performance

Conclusion The interpretation of scientific diagrams has been characterised as a complex process. This contrasts sharply with an apparently widespread view among producers and users of resources for science teaching that they are generally unproblematic and that their meaning is usually quite transparent. The continued currency of this view is a matter of concern, especially when resources for learning in science are now so heavily based on pictorial presentation. It is likely that students who are new to scientific diagrams as a pictorial genre will look at them in a manner that is quite different from the way they are seen by their teachers. What seems to a teacher to be a straightforward and clearly presented depiction of a scientific concept, process or structure may be a mysterious and impenetrable abstraction to a student. Whereas the teacher is able to identify readily the elements of a diagram and link them into a coherent, meaningful whole, the student may misunderstand what it is that is depicted and how the depicted entitles are related. A critical factor underlying such differences appears to be the extent and nature of the mental representation of student and teacher. Both of these aspects of the mental representation of scientific diagrams would probably have to be addressed if there are to be improvements in the development of students' diagram interpretation skills. It does not seem sufficient merely to give students a huge diet of diagrams and assume that the necessary reading skills are either present or will develop by themselves. Rather, a deliberate programme designed to develop well structured mental representations of scientific diagrams should accompany efforts to build up an extensive knowledge base about this highly specialised form of visual display. Such a programme should be accompanied by instruction that develops appropriate processing strategies that allow students to gain maximum value from the diagrams they encounter.     

新课程理念下科学探究行为的研究

新的《科学课程标准》将科学探究放在一个十分重要的位置，认为科学探究是科学的本质特征之一，是促进学生学习科学的有效方式，是培养学生创新精神与实践能力的有效途径．笔者有幸参加温州市初中自然探究式教学课题组，在两年的教改实践中，积累了一些优秀探究案例，并对以知识点的落实为目标的课内小     

体现学生主体地位的研究式教学初探

深入推进中学素质教育目标的关键在于实现学生的主体地位，而在课堂内外指导学生探究问题，培养学生理解、分析、综合、解决问题能力的研究式教学是实现学生主体地位的一条有效途径。我在初中生物学教学中有针对性地采取了这一形式，学生参与热情较高，反响较好。     

Scientific diagrams and the generation of plausible hypotheses: An essay in the history of ideas

This paper is the first part of a contribution to the study of the history, structure and functions of scientific diagrams. The author considers the role of scientific diagrams in the structure of scientific communication, their perception and interpretation by the reader.The author surveys the main conceptual issues, and proposes that these specialized graphic forms have played an important part in the origin of scientific hypotheses. The supporting evidence will be presented as case studies in a future publication in this journal.     

Human governance: A neglected mantra for continuous performance improvement

Every individual should be entrusted with an internal driver to strive their best towards achieving their potential and to manifest their performance through innovative means. This can be reached only under circumstances where the abstract human values and principles are recognized and indoctrinated in the culture. The strategies discussed in this article will serve as input in proposing the areas of focus toward the practice of human governance.     

以科学的方法培育科学的精神--大学怎样进行科学教育

本文通过分析我国大学科学教育中存在的问题,提出大学实行科学教育应当重视提高教师的科学素质,形成研究氛围,促进学生快速进入准研究状态;同时要在教学内容调整、科学课程知识结构体系建构和问题情境设立等方面采取灵活多样的方法,挖掘科学教育中的人文内涵,培养大学生的科学精神和科学素养以及科学的思维能力。     

大学生心理问题调查表的编制与试用报告

目的:编制适合我国大学生使用的心理问题调查表(简称为CPS)。方法:在理论研究和咨询实践的基础上,借鉴现行问卷调查的成就,编写调查条目,整群随机抽取1178名大学生进行调查。结果:(1)本调查表内部一致性信度系数α达0.89。(2)本调查表的效标关联效度较高,与SCL-90及UPI的相关系数分别为0.75、0.763。(3)使用本调查表大学生进行的调查,表明当前大学生存在的心理问题主要表现在适应不良、性格缺陷和强迫症状。结论:本调查量表可以作为筛选和初步诊断大学生心理问题的工具。     

Poetry for children: a neglected art

In the first section of his article, Michael Benton notes the absence of pieces about poetry in this and most other publications claiming a concern for children's literature. It is an omission the editors ofCle have themselves regretted, and in this issue Mr Benton's article is followed by a contribution from Leonard Clark, a poet himself and a considerable influence for many years as one of Her Majesty's Inspectorate in encouraging the enjoyment of poetry in schools in the U.K. Cle will have, in a forthcoming issue, an article by the poet Michael Rosen, and there is also in preparation, for early publication, a checklist of work by American poets. The Editors would very much welcome further contributions discussing the work of children's poets and the reading and teaching of poetry in schools, in the form of letters or articles.Michael Benton has taught in secondary schools and is now a lecturer in education at the University of Southampton. With his brother Peter, he compiled the successful series of poetry anthologies,Touchstones (for secondary students) andPoetry Workshop) Both are published by Hodder & Stoughton Educational, who will soon bring out three further anthologies by the Bentons,Watchwords, for eight-to-twelve year olds.     

Environment analysis: A neglected stage of instructional design

Environment analysis is a recognized but undeveloped step in the instructional design process. To date, no systematic process or criteria exists for analyzing instructional environments. This paper defines the concept of environment analysis and lists the factors, questions, and tools that can be used to apply the process to instructional design projects.The author would like to thank Drs. David Jonassen and Brent Wilson for their valuable comments on an earlier version of this paper.     

Figuring out what works: learning and engaging with ideas about evolution within integrated informal learning environments

Instructional Science - Informal learning environments can be a fun and effective means of introducing visitors to a variety of topics in evolution. Our study examined 120 sixth-grade...     

Drawing in Preschools: A Didactic Experience

To be understood, visually, often depends on how skilled one is in catching form and translating it into a two‐dimensional surface. This is a challenge we are confronted with early in life. Children's learning strategies in drawing are not always understood or encouraged. This article presents a socio‐cultural analysis from Norway of a pedagogical practice that attempts to shed light on the question, How does the preschool teacher support 3–5 year old children when they are drawing something they see, and how do children in this age group respond to this support?     

一种绘制斜椭圆的细化算法

斜椭圆的数学模型相对简单,但在windows下实现绘制斜椭圆时非常困难,常见的方法是在标准文本中修改Bresenham方程来绘制近似的斜椭圆.然而,这种方法必须自己执行光栅操作,这样在绘制宽线时就变得复杂了.这种方法只有用在向一个脱离屏幕的表面（比如DirectDraw）或位图上绘制.运用极限思想和Windows系统下提供的API函数GradientFill可以直接在WindowNT下绘制斜椭圆.