武术在韩国开展的现状调查

20世纪90年代初,中国大陆开始向韩国钾放,两国之间的交流逐渐频繁,两国人民也开始了相互间的重新认识,武术开始向韩国传播。文章通过问卷调查、专家访谈的研究方法,对中国武术在韩国的发展现状作了直观的、详尽的调查和分析。结果显示,中国武术在传播的过程中,过度偏向竞技化,使得大众化、普及化受到忽略。中国武术在韩国的大众化和普及化到目前为止不是很乐观。加之中国武术试图进入2008年北京奥运会未果,中国武术在韩国的进一步普及还面临一定的困难。     

Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong

Learning Environments Research - The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for...     

A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies

Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.     

Bridging the gap between observation protocols and formative feedback

In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices’ classrooms using the GSIOP and provided RYG feedback as part of observation–feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation–feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs’ teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations.

     

Attributional beliefs of Singapore students: relations to self-construal,competence and achievement goals

This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore.     

‘My family’s goals are also my goals’: the relationship between collectivism,distal utility value,and learning and career goals of international university students in Germany

International Journal for Educational and Vocational Guidance - The utility value of an academic task can affect university students’ learning behavior and career choices. For...     

福建师范大学图书馆民国文献馆藏概况及主要特色

文章描述了福建师范大学图书馆民国文献阅览厅馆藏文献的特点:一是类型多样,二是学科丰富,三是地方特色明显。该图书馆民国文献馆的建立为研究、查找民国时期(特别是福建的)历史人物和事件、为海外华侨、港澳台福建籍人士回乡寻祖、追根溯源发挥了很大作用,民国文献的历史价值和现实意义也日益凸显,因此应进一步加大民国文献的整理和保护力度。