The Catch Up Project: a reading intervention in Year 3 for Level 1 readers (Research Note)

The Catch Up Programme is a literacy intervention designed for children who are behind with reading at the start of Year 3 (7 to 8 year‐olds). This paper describes pilot research that informed the project in its early stages of development, and the findings should therefore be treated with caution. The reading progress of a sample of 74 Catch Up pupils from 15 schools in three local education authorities was measured. This showed a considerable increase in pupils’ reading ages across a 10 week period. A smaller experimental study was also carried out in nine Oxfordshire schools (48 pupils) to compare a Catch Up sub‐sample with a Matched Time group and a Control group. Findings showed that the Catch Up pupils made considerably more progress during the same period than both the other groups.     

Beginning readers' reading performance and reading habits

This study investigated the prospective relationships between reading performance and reading habits among Finnish children during the first and second grades of primary school. One hundred and ninety‐five children were examined twice during their first primary school year and once during the spring term of Grade 2. The results showed, first, that children's reading skills predicted their reading habits: the more competent in reading children were at the end of Grade 1, the more likely they were to engage in out‐of‐school reading one year later. Second, reading habits also predicted reading skills: the amount of out‐of‐school reading at the end of Grade 1 contributed to the development of word recognition skills.     

基于核心素养的韩国初中"自由学期活动课程"的构建

韩国教育部在新一轮的基础教育课程改革中首次提出学生应具备的六大核心素养,并以此为基础,进一步构建与开发"自由学期活动课程"。"自由学期活动课程"在课程的目标设置上注重学生发展核心素养与学科核心素养的关联与融合,在课程整体内容,架构中体现对核心素养的深度融入,在课程实施中真正实现以学生为主体并不断丰富满足学生发展需求的课程形式,在课程评价上注重表现性评价并构建了合理的核心素养评价体系。     

Projectively flat Asanov Finsler metric

In this work, we study the Asanov Finsler metric F=α(β2/α2 gβ/α 1)1/2exp{(G/2)arctan[β/(hα) G/2]}, where α=(αijyiyj)1/2 is a Riemannian metric and β=biyj is a 1-form, g∈(-2,2), h=(1-g2/4)1/2, G=g/h. We give the necessary and sufficient condition for Asanov metric to be locally projectively flat, i.e., α is projectively flat and β is parallel with respect to α. Moreover, we proved that the Douglas tensor of Asanov Finsler metric vanishes if and only if β is parallel with respect to α.     

"安徽现象"

21世纪，我们已经开始进入数字化时代。以数字化信息技术为支撑的现代远程教育，对数字化更有特殊的需求和感情。今年，亮点叠出、好评如潮的“用友软件杯——2003年全国电大多媒体课件和教学网页制作大赛”，就充分体现了电大人的这种“数字化情结”。     

Factors that prevent learning in electrochemistry

Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary‐school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high‐school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258–283, 2007     

曲线拟合问题的空间理论基础

曲线拟合问题至今尚未确立精确度概念．本文利用泛函分析理论，确立了曲线拟合问题的空间理论基础，给出了曲线拟合间题的精度概念和构造满足指定精度要求的拟合曲线的方法．