网络环境下多元化指导型教学模式的构建

网络环境下多元化指导型教学模式是我们以毛泽东同志"矛盾论"和"实践论"理论、"学与教"理论、建构主义理论为理论基础,经过五年多的不断探索,并结合现代远程开放教育的规律和各专业与课程的特点,逐步提炼、升华形成的.本模式突出网络平台的应用,突出教师的导学,充分考虑学生的个体差异,注重对学生自主学习的引导和学习能力的培养.在模式实施的过程中,教师应充分考虑到学生学习策略的多元化差异,积极改造学生学习策略中的不合理因素,及时制订或调整教学目标与教学策略,采取最适合的教学手段完成导学任务,使学生不仅学习专业知识,还可以掌握现代信息技术,形成团体协作精神,逐步提高综合能力和素质,从而实现人才培养的目标.     

生物防治研究进展

生物防治是农作物病虫害防治技术中一门传统应用科学,随着可持续生态农业重要思想的提出,生物防治越来越受到人们的重视.本文就生物防治的研究现状,从研究概况,研究进展,存在问题及今后研究方向三个方面来介绍当前生物防治发展状况.     

我校撑竿跳高运动员的训练

总结我校两届学生撑竿跳高训练的经验,对于初次接触撑竿跳高运动且经短时间训练就参加比赛的运动员,如何进行训练更能适应省大运会比赛的要求,并取得较好成绩进行了有益的尝试。     

找准位置整体优化办出特色--地方高等财经院校新经济学专业培养方案研究

根据1998年7月教育部新修订的《普通高校本科专业介绍》中对新经济学专业培养目标的要求，地方财经院校在人才培养目标和模式上应找准位置，合理设计课程体系，办出特色，以培养出具 有宽厚基础知识、创新能力和较高综合互质的适应新世纪需要的合格人才。     

班主任专业制度建设的校本实践

班主任专业制度建设可以确立班主任专业地位，维护班主任合法权益，优化班主任的教育行为，引领班主任专业发展。南通高等师范学校开展以建立职级制度、完善选用制度、落实培训制度为主要内容的班主任专业制度建设的校本实践研究，取得了很好效果。班主任专业制度建设需要加强对警主任工作的领导，强化对班主任工作的管理，严格对班主任工作的考核。     

“科尔曼报告”述评——兼论对我国解决“上学难、上学贵”问题的启示

“科尔曼报告”是在二战后随着教育平等、教育民主化思潮的出现以及美国民权法案对教育机会均等现状调查的要求而产生的。报告对美国教育机会均等的现状和影响因素进行了科学的分析,认为校际间差距对不同种族的学生有不同的影响,造成儿童学习水平低的原因,主要不是学校的物质条件,而是学校内的社会因素。“科尔曼报告”深刻地影响了教育机会均等的理论研究与政策实践,对分析和探讨当前我国“上学难、上学贵”问题具有重要的借鉴意义。     

Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development

Research Findings: Data on more than 900 children participating in the National Institute of Child Health and Human Development Study of Early Child Care were analyzed to examine the effect of age of entry to kindergarten on children's functioning in early elementary school. Children's academic achievement and socioemotional development were measured repeatedly from the age of 54 months through 3rd grade. With family background factors and experience in child care in the first 54 months of life controlled, hierarchical linear modeling (growth curve) analysis revealed that children who entered kindergarten at younger ages had higher (estimated) scores in kindergarten on the Woodcock—Johnson (W-J) Letter-Word Recognition subtest but received lower ratings from kindergarten teachers on Language and Literacy and Mathematical Thinking scales. Furthermore, children who entered kindergarten at older ages evinced greater increases over time on 4 W-J subtests (i.e., Letter-Word Recognition, Applied Problems, Memory for Sentences, Picture Vocabulary) and outperformed children who started kindergarten at younger ages on 2 W-J subtests in 3rd grade (i.e., Applied Problems, Picture Vocabulary). Age of entry proved unrelated to socioemotional functioning.

Practice: The fact that age-of-entry effects were small in magnitude and dwarfed by other aspects of children's family and child care experiences suggests that age at starting school should not be regarded as a major determinant of children's school achievement, but that it may merit consideration in context with other probably more important factors (e.g., child's behavior and abilities).     

Measuring the mathematical quality of instruction

In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the mathematical quality of instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method. We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators’ research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent student learning. The instrument we have developed offers an important first step in demonstrating the viability of the construct.     

用法治理性建构校园和谐

建设校园和谐关系,以法治理性的价值判断和价值选择审视并优化校园环境,是坚持以人为本、以民主法治原则建设校园和谐关系的关键所在。以民主法治原则构建现代校园和谐关系是法治理性的基本要求;尊重人权是法治理性的真谛;校园和谐需要法治理性的宽容精神;法治理性包含对法制的敬畏和行使自由权利的节制;校园和谐关系呼唤体现法治理性的校园文化。学校教育通过尊重和保护青年学生的正当权利并使其自觉践行义务的过程,使他们长期浸润在崇尚法治的文化氛围里,培养并形成他们未来人生中自觉的、理性的遵纪守法和护法精神。