从北京地区考生物理高考成绩统计看当前物理教学存在的问题

从5年来北京地区物理高考试题类型与难度变化上看,北京市高考出题思路已有从精英选拔向倡导大众化大学教育转变的发展趋势.然而分析考生在各类试题的得分数据不难发现,目前中学物理教学仍未适应这一变化,存在诸如未能均衡面向全体学生,教学形式单一,忽视基础物理观念梳理与学生知识结构的更新等一些尚待解决的问题.     

指导发现式教学在篮球普修课教学中运用的实验研究

通过实验的方法,将"发现"式的学习理论应用教学实践.实验表明:实验班的学生在篮球专项技术、操作思维能力、身体素质及运用篮球知识和技术解决问题的能力等方面明显高于对照班."指导式发现教学"可使初学者尽快地掌握正确的技术动作,缩短技能形成所需要的时间;可使学生在学习技术动作的同时,深入系统地掌握理论知识;可培养学生运用知识进行观察、分析、判断能力,养成主动的学习习惯.     

未受控制的高血糖对2型糖尿病患者粘附分子的影响（英文）

目的:评估可溶性血管细胞间黏附分子(s VCAM-1)、可溶性细胞间黏附分子(s ICAM-1)、可溶性选择素E和可溶性血栓调节蛋白在血糖控制良好和不受控制的2型糖尿病患者中的水平。创新点:对2型糖尿病患者的血管内皮炎症标记物进行评估。方法:62例糖尿病患者分成两组:第一组包括35个血糖控制良好的糖尿病患者,第二组包括27个未控制血糖并伴有微蛋白尿的糖尿病患者。对照组由25名健康志愿者组成。测定血浆中s VCAM-1、s ICAM-1、可溶性选择素E和可溶性血栓调节蛋白的浓度,同时测定血清肌酐及血浆中空腹血糖和糖化血红蛋白(Hb A1c)的浓度。结论:与血糖控制良好的糖尿病组相比,未控制血糖组具有相对低的ICAM-1水平和更高的VCAM-1水平。未控制血糖组中患者的糖化血红蛋白和ICAM-1之间呈正相关,肾小球滤过率和可溶性选择素E之间呈正相关,而肌酐和ICAM-1之间呈负相关。研究证实2型糖尿病的发病机理中炎症过程的出现与血管内皮功能受损有关。未受控制的高血糖对粘附分子的反向作用表明,在糖尿病的并发症中VCAM-1和ICAM-1具有不同功能。     

Socratic teaching is not teaching,but direct transmission is: Notes from 13 to 15-year olds' conceptions of teaching

We studied what 13–15-year-olds believe teaching's components are. Thirty-six children viewed two films: direct transmission (DT) and Socratic teaching (ST) and a third film of a non-teaching conversation (C). We investigated the participants' understanding of teaching's components and the role of intentionality in teaching. All children judged that DT was teaching and that ST and the C were not. After revealing the teacher's intention to teach or its lack, nobody changed their judgments. Two explanations for these are the extent of exposure to teaching and that very young children in early childhood already hold a DT view of teaching.     

Empowering Foreign Language Learners to Grapple with Errors

This paper explores errors in college students' writings and provides a practical guide in helping students identify and classify their own errors.     

大学生人格倾向与焦虑的相关研究

目的 了解大学生的焦虑症状,探讨人格倾向与焦虑症状的关系,为干预研究提供依据.方法 采用艾森克个性问卷(EPQ)和焦虑自评量表(SAS)对湖北省长江大学300名大学生采用无记名方式,进行问卷调查.结果 大学生的焦虑症状显著高于常模.大学生的焦虑与神经质有相关(.268★★P＜0.01),与精神质有相关(.367★★P＜0.01),与掩饰有相关(-.170★★P＜0.01);大学生的内外向与神经质有相关(.369★★P＜0.01),与精神质有相关(.133★P＜0.01);大学生的神经质与精神质有相关(.286★★P＜0.01),与掩饰有相关(-.276★★P＜0.01).结论 大学生焦虑症状较为普遍.帮助大学生养成健康的人格,降低大学生的焦虑感,是当前高校心理健康教育工作刻不容缓的任务.     

The communicative competences of students and teachers in different levels of education in North Cyprus

This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general.     

Attachment,self-esteem and test anxiety in adolescence and early adulthood

The purpose of this study was to assess how attachment dimensions (anxiety and avoidance), self-esteem, and three subscales of test anxiety – cognitive obstruction, social derogation and tenseness are related in two age groups: adolescents and college students. Participants (N?=?327) completed relevant questionnaires. Results showed that college students revealed higher test anxiety than did high school students on the cognitive obstruction and tenseness scales, whereas high school students revealed higher social derogation than college students. Anxious attachment was related to all three sub-scales of test anxiety and avoidant attachment was related to cognitive obstruction among college students and to tenseness among high school students. Most of the correlations between anxious attachment and test anxiety were mediated by self-esteem among high school students. The mediation ability of self-esteem was weaker among college students.