校企合作“订单式”人才培养教学存在的问题及其影响因素

本人对于目前"订单式"教学模式当中所存在的问题及其存在问题的原因进行了分析研究,从而针对存在问题提出了解决问题的对策和思路。     

能用CO2和木炭在实验室制取CO吗

存在的操作性问题和科学性问题进行预测和分析,用一系列实验对2010年高考全围理综试卷I第29题存在的问题进行了论证,明确指出了该题存在的操作性问题和科学性问题,对高考化学实验试题的命题提出了中肯合理的建议.     

学校课题研究存在问题及其归因的思考与探索

本文从学校课题研究的实际出发,指出了学校课题研究中存在的主要问题;科学阐释了学校课题研究存在问题的主要原因;切实提出了学校课题研究存在问题的解决策略建议。     

社交比较视域下大学生思想道德存在的问题及对策

文章首先阐述了大学生社交比较现象及其思想道德存在的问题,然后分析了社交比较视域下大学生思想道德存在问题的原因,最后提出了社交比较视域下大学生思想道德存在问题的对策。     

再谈初中数学“存在性”问题

"存在性"问题是初中数学命题与教学的热点.本文通过"存在性"问题的案例评析,阐述了"存在性"问题的特点、设问方式和解答形式,以及"存在性"问题解答必须具备的命题逻辑素养,论述了"存在性"问题的命题、解答和教学应该遵循的原则.     

浅谈新闻批评报道中存在的问题及对策

文章论述了当前批评报道中存在的一些问题和倾向,探讨了产生这些问题的原因,提出了解决批评报道中存在问题的对策     

中国教育存在的问题与思考(上)——千教万教教人求真、千学万学学做真人

文章从现在中国基础教育存在的问题入手,分析了当前教育存在的问题。本文在调研当前农村基础教育的现状及其存在的问题的情况下,为政府决策提供了翔实的第一手材料,从研究河南省农村教育现状出发,分析存在的问题及制约因素,在此基础上提出河南省农村教育的可持续发展的途径。并提出了解决问题的办法。     

关于建筑施工企业合同管理问题的思考

从两方面分析了建筑施工企业合同管理中存在的主要问题,阐述了产生问题的根源,并提出了解决建筑企业合同管理中存在问题的对策。     

高中数学反思性教学实施中的问题研究

高中数学反思性教学虽然取得了一定的成绩,但仍然存在不少的问题.为了摸清高中数学反思性教学在实施中存在的问题,通过问卷调查将当前在高中反思性教学中存在的问题进行了归纳.     

学前教育教师队伍建设问题与对策研究

当前,教师队伍建设已经成为办好学前教育的瓶颈。除了政府责任等系统之外存在的一些体制机制问题外,学前教育教师队伍建设自身也存在许多突出问题。这些问题也严重制约了学前教育事业的科学发展。文章对学前教育教师队伍建设中系统内存在的问题进行了研究,并提出了推进问题解决的对策。     

Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States

This study compared how selected mathematics textbooks from Mainland China and the United States at the lower secondary grade level represent various types of problems for classroom teaching and learning. The examination of problems was carried out based on the classifications of problem types established in the study, including routine problems versus non-routine problems, open-ended problems versus close-ended problems, traditional problems versus non-traditional problems, and application problems versus non-application problems, among others. Both the similarities and differences in the representation of problems in the selected textbooks were analyzed. The results were used to explore the possible influences of those textbooks on students’ different performances in mathematics, as revealed in cross-national comparisons. Discussions about how to improve the representation of problems in mathematics textbooks were provided at the end of the study.     

Achievement,sociometric status,and personality characteristics of children selected by their teachers as having learning and/or behavior problems

This study examined the relationships among academic, sociometric, and personality variables of 242 children who were selected by their teachers as having behavior problems, learning problems, learning and behavior problems, or no problems. The results were generally supportive of teachers' ability to distinguish between children with problems and children without problems. Children without problems and those with behavior problems only were more similar than different. Children with learning problems and those with learning and behavior problems were also more similar than different, yet differed significantly from children with no problems and those with behavior problems only. The unique characteristics of each group were identified and contrasted.     

Predictors of Behavior Problems in Three-Year-Old Sons of Alcoholics: Early Evidence for the Onset of Risk

We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables.     

Elementary school teachers' knowledge and beliefs regarding non-routine problems

This study focuses on the knowledge exhibited by 30 elementary school in-service and pre-service teachers in solving non-routine mathematical problems and on their beliefs regarding these kinds of problems. Interviews were used to reveal teachers' knowledge and beliefs. The findings indicated that these teachers had difficulty in solving non-routine problems and that their ability to solve these problems was influenced by their professional backgrounds. Most of the teachers, although failing to solve the given problems, expressed their willingness to give such problems to their students in class, explaining that such problems are important for students to learn how to solve as they help develop mathematical thinking and the skill of solving problems in everyday life. However, the teachers were unwilling to include such problems in examinations.     

Are reading and behavior problems risk factors for each other?

Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.     

Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.     

Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems

This study explored whether early elementary school aged children’s externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8 years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found.     

Analysing cognitive or non‐cognitive factors involved in the process of physics problem‐solving in an everyday context

Recently, the importance of an everyday context in physics learning, teaching, and problem‐solving has been emphasized. However, do students or physics educators really want to learn or teach physics problem‐solving in an everyday context? Are there not any obstructive factors to be considered in solving the everyday context physics problems? To obtain the answer to these questions, 93 high school students, 36 physics teachers, and nine university physics educators participated in this study. Using two types of physics problems—everyday contextual problems (E‐problems) and decontextualized problems (D‐problems)—it was found that even though there was no difference in the actual performance between E‐problems and D‐problems, subjects predicted that E‐problems were more difficult to solve. Subjects preferred E‐problems on a school physics test because they thought E‐problems were better problems. Based on the observations of students' problem‐solving processes and interviews with them, six factors were identified that could impede the successful solution of E‐problems. We also found that many physics teachers agreed that students should be able to cope with those factors; however, teachers' perceptions regarding the need for teaching those factors were low. Therefore, we suggested teacher reform through in‐service training courses to enhance skills for teaching problem‐solving in an everyday context.     

Peer deviancy training and peer coercion: dual processes associated with early-onset conduct problems

The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third-fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct problems but were differentially associated with child impulsivity, verbal ability, anxiety, peer rejection, and deviant peer affiliation. Coercion by peers predicted overt conduct problems and peer deviancy training and the interaction of deviancy training and coercion predicted covert conduct problems in third-fourth grade. Peer deviancy training occurs in early childhood and may serve as an independent risk mechanism in addition to peer coercion for early-onset, persisting conduct problems.     

How can gender affect psychopathology in Lebanese school‐age children?

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school‐age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor–outcome relations. While emotion‐focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem‐focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed.