跟踪服务的新方式

<正> 在现代社会中,一个科学工作者利用图书情报的能力如何,反映着他科研能力的强弱,一支科研队伍该方面能力的大小,则标志着这支队伍科研水平的高低。从这个意义上讲,认真解决我国广大科技工作者、特别是高校教学科研人员不善于利用文献情报的问题,有着十分重要的意义。这不仅仅是解脱科研人员查找情报资料的负担问题,而且也是提高中华民族的一代科研队伍的素质,开发和挖倔社会的科学能力的大问题。有鉴于此,笔者把情报服务人员参加科研课题组从事情报保证工作,作为高校图书馆跟踪服务的新方式提出来,旨在抛砖引玉,共同寻求解决问题的有效途径和办法。     

试析杜拉斯独特创作个性产生的复杂根源

法国作家玛格丽特·杜拉斯以言情为创作的基本题材.她将情欲的表现与生命的冲动完美地结合起来,改变了以往在理性控制下表达情欲的传统.她将欲望、激情、爱情、异域生活有机地结合起来,形成了"欲望的诗意".这种创作个性的产生与她的生长环境、生活经历、个性追求有着内在的逻辑关系.     

Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students’ mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students’ mathematical reasoning processes such as generalization and justification.     

Changing classroom culture,curricula, and instruction for proof and proving: how amenable to scaling up,practicable for curricular integration,and capable of producing long-lasting effects are current interventions?

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are.     

Teaching multidigit multiplication: combining multiple frameworks to analyse a class episode

This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher’s mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and ascending a priori analysis and an a posteriori analysis. This analysis shows a development of different didactical situations and some links between mathematical knowledge and pertinence. In the conclusion, the contribution of the frameworks from both French and Anglo-American origins is briefly addressed.     

The perceived impact of external evaluation: the system,organisation and individual levels—Estonian case

The purpose of this article is to provide an overview of how the employees of higher education institutions perceive the impact of external evaluations. The study was conducted using the concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions. The results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree. The negative influences mentioned were increased bureaucracy, extra work and stress. Top managers of institutions most often saw the positive influences from external evaluations since they help to implement reorganisations and development activities within an organisation. Managers perceived the positive effects of external evaluations on their everyday work as well, more than other employees did. Researchers felt the positive effects of external evaluations least. Nearly a quarter of all employees of higher education institutions do not perceive the effects of external evaluations on their everyday work at all. Employees of professional higher education institutions perceive the positive effects of external evaluations to a greater extent than employees of universities do, indicating that external evaluation has contributed to the development of their organisations. The differences in opinions of the employees of higher education institutions regarding perceived positive and negative impacts of external evaluations—whether on individual, organisation or system points of view—indicate that employees do not identify closely enough with the organisation and its strategic goals.