给排水科学与工程概论课程融合改革思考

文章以"金课"建设为目标,进行给排水科学与工程概论课程融合改革,内容包括教学方式中课堂教学与线上教学相融合、教学内容组织的点线相融合、专业知识与课程思政相融合等多方面,全面提升课程质量。     

中国教师积极心理品质量表的编制研究

积极心理健康教育的核心任务是发现和培养积极心理品质.本研究根据中西方积极心理学和积极心理健康教育相关研究成果,通过对1080名中国教师的测量,编制中国教师积极心理品质量表.量表由智慧、勇气、人性、公正、节制和超越六大分量表组成,涵盖21项积极心理品质,共66个项目.研究结果表明,该量表具有良好的信效度,可用于大规模测评中国教师的积极心理品质发展状况,从而为推进中国教师心理健康教育朝积极方向转型,为培养具备积极心理品质的高素质教师提供科学依据.     

唐山市进行经济转型的SWOT分析

唐山市是煤炭资源型重工业城市,虽然近年经济发展态势良好,但主要是依靠单一的资源型产业支撑.一旦资源枯竭,唐山市经济发展将面临衰退.因此,唐山市经济转型刻不容缓.利用SWOT分析法,得出结论:唐山市正处于经济转型的最佳时期,并对唐山市经济转型提出建议.     

Resourcefulness: a protective factor buffer against the academic stress of school‐aged children

The objectives of this study were twofold: to examine the interaction of academic stress and student resourcefulness on subject grades and to identify the factors of parental support that contribute to student resourcefulness. The participants of this cross‐sectional study were 695 fifth and sixth graders from four major districts in Shanghai. Student resourcefulness was observed to moderate academic stress and subject grades. Moreover, perceived paternal emotional support and maternal informational support contributed significantly to student resourcefulness. The implications of this study for parent education are discussed.     

利用心理干预提高高职学生技能习得的主动性

心理问题是当今大学生包括我校高职学生普遍存在的问题,综合我校高职学生的学习、升学、就业形势,不难看出高职学生在创新能力和技能方面还存在着较大的差距。通过调查研究,了解高职学生的心理特征,利用相关的心理学知识,在日常管理和教学中寻找到心理干预的有效途径,以激发学生的学习动机,提高学生技能习得的主动性。增强学生克服困难、经受考验、承受挫折的能力,以促使学生积极主动的提高个人的实践能力和职业技能。     

开发大连体育旅游产品的对策性研究

对大连地区体育旅游市场、旅游资源、旅游基础、城市环境、知名度进行优势分析,论证大连开发体育旅游产业有良好的社会经济文化基础,并提出大连在开发体育旅游产业过程中存在的问题以及对策,开发出适应市场需求,突出资源特色,有大连地方特色的体育旅游名牌产品.     

Teachers’ experience with inclusive education in Singapore

Teachers’ positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers’ first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers’ positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils’ progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers’ attitudes towards inclusion were highlighted.     

安陆方言中的"X得X"

讨论安陆方言中的“X得X”结构，分析这种结构所表示的语法意义以及产生这种结构的语法背景。     

安徽省新型城镇化发展路径及具体实施对策——以宿州市为例

宿州市城镇化发展取得了巨大的成绩,同时也存在城镇化发展相对滞后、城镇规模和结构不合理、城镇化质量不高、产业结构布局整体质量不高等问题。安徽省新型城镇化发展应该以产城一体、四化协同、区域联动作为路径,并应该采取制定科学合理的城镇化发展规划、夯实支撑城镇化发展的产业发展基础、积极推动"四化协同"发展、积极利用周边省市发展机遇等政策措施。     

Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.