论艺术设计专业中联合工作室的运行机制

针对当前各高校艺术设计专业多采用工作室模式进行日常教学的过程中出现的问题,对当前工作室模式的利弊进行分析,结合宁波大学科学技术学院环艺设计专业运行多年的联合工作室模式的经验,提出更符合艺术设计专业特色学科发展的联合工作室模式,并对建立指导教师团队、教学模式及实践方法等方面做了分析与研究.     

我国图书情报领域期刊论文的科学数据引用特征研究

[目的/意义] 探索期刊论文科学数据引用特征与规律不仅有助于描述学科领域对科学数据的利用情况，还能够揭示学术成果表达中的数据引用模式。[方法/过程] 以我国图书情报领域6种期刊2017年与2018年第一期刊载论文为样本，结合国家标准《信息技术科学数据引用》的引用元素，采用内容分析法从9个维度对样本论文的科学数据引用行为进行数据编码，应用统计学方法描述图书情报领域期刊论文科学数据引用特征并探索不同维度特征间的关联关系。[结果/结论] 图书情报领域期刊论文广泛引用来自国内外的统计整理类科学数据，对期刊论文中个人研究科学数据的引用量较大；科学数据引用标注方式与科学数据类型存在一定对应关系，但多样化的标注方式缺乏统一性；二手引用现象较为突出，二手引用程度与科学数据创建者类型相关。     

质性评价:另一种学生学业评价方法

量化评价是基于自然科学主义观点对学生学业开展评价,它将学生作为统一的整体忽略了个体之间的差异,而基于人文主义的质性评价则注重学生之间的个体差异。质性评价为职业教育中的学业评价提供了另一种好思路,值得研究和推广。     

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’.     

关于同位性“人称代词_单+一个NP”的指称性质、语用功能

多参项复合性指称构式的指称性质、语用功能受多方面因素制约。根据内部关系、篇章同指和形式变换等,同位结构"人称代词_单+一个NP"的指称性质应确定为单指(示类性单指),而非类指;其语用功能为明示"人称代词_单"所指当事人的身份属性,激活相关身份属性的社会评价意义,为针对相关当事人展开评议、质疑、推测或询问等提供依据。     

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6–9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD‐only group benefiting the most at posttest.     

近代滇黔桂改土归流地区矿业生产的估值研究

作者分别重建了1850、1916和1933三个年份上滇、黔、桂改流地区矿业产量与产值数据,以此勾勒出近代滇、黔、桂改流地区矿业发展的兴衰过程;并认为,交通不便、比较封闭的原土司地区,在清前期中央王朝改土归流政策的推动下当地以矿业为主的经济获得了前所未有的大发展,逮至近代,由于当地政府没能抓住近代化的发展契机,逐渐丧失了推动传统矿业转型的良好机遇,再次导致当地经济发展陷入停滞。     

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.