高校工科学报面向企业的理性思考

高校工科学报面向企业是市场经济条件下发挥其潜在效益、谋求发展的重要举措.高校工科学报应调整编辑方针,注重理论与实践相结合的组稿原则,兼顾企业科技人员,扩大读者面,在为高校教学、科研服务的同时,有针对性地面向企业服务,走高校教学、科研与企业生产联动的可持续发展之路.     

Development Without Learning?

It is usually assumed that for cognitive development to occur, children need to receive feedback about the success of their endeavours. Such views are implicitly contained in the design of most educational programmes, especially those that are based on computer‐assisted learning. Two studies are reported which challenge these assumptions. The studies investigate Karmilojf‐Smith's ideas about the cognitive processes underlying the development of the ability to balance beams on a fulcrum. Karmiloff‐Smith suggests that at a certain and limited phase of development, children may largely ignore the information from feedback and development will occur due to internal cognitive reorganisation. Our findings provide some support for this view in that at this phase of development no difference was found between children who did and did not receive feedback about success.     

Gender and social comparison effects in computer-based problem solving

Gender differences in relation to school children's learning with computers are frequently attributed to a tendency for boys to dominate computer resources in mixed sex settings. However, the evidence relating to children's performance with computers in mixed sex groups is conflicting. This paper reports two experimental studies in which 11- to 12-year-olds worked on a computer-based problem solving task. In the first, 62 children worked in either same or mixed sex dyads, but each child had her or his own computer, and no verbal interaction was allowed. Boys out-performed girls overall, with sex differences becoming significantly more polarised in the mixed sex dyads. The second study involved 96 children, with individual pre- and post-tests, and compared co-action dyads (as in the first study) with interaction pairs, in which the pair members worked together at a single computer, with no restriction on interaction. The polarisation of sex differences in the mixed sex dyads was once again found in the co-action condition, but not in the interaction condition. Results are interpreted in terms of processes of social comparison, which appear to be more potent in this situation than any straightforward domination of resources.     

Seeing eye to eye: An evaluation of the use of video-conferencing to support collaboration

Student mobility and trans-national collaborative modes of learning at University level have been strongly promoted within Europe. However, such initiatives are expensive, difficult to organise and do not always attain their objectives. Recently there has been considerable interest in the extent to which computer-mediated communication between students in different countries can either supplement or substitute for actual student mobility. This paper reports an evaluation of a project in which video-conferencing was introduced in the context of an established Anglo-Spanish programme in which UK and Spanish Fashion students undertake collaborative projects in each others’ countries. Project aims included fostering and supporting second language use, providing an innovative context for collaborative art and design projects and offering an opportunity to simulate trans-national working conditions. Questionnaires, observation and interview data indicate that not all these objectives were realised, though student reaction to the technology and to the benefits it afforded for collaboration were broadly positive. The strengths and weaknesses of video-conferencing as a support to collaborative learning in this context are discussed.     

Predictors of poor sportspersonship in youth sports: personal attitudes and social influences

The present study examined personal and social correlates of poor sportspersonship among youth sport participants. Male and female athletes (n = 676) in the fifth through eighth grades from three geographic regions of the U.S. participated in the study. Young athletes involved in basketball, soccer, football, hockey, baseball/ softball, or lacrosse completed a questionnaire that tapped poor sportspersonship behaviors and attitudes, team sportspersonship norms, perceptions of the poor sportspersonship behaviors of coaches and spectators, and the sportspersonship norms of coaches and parents. Preliminary analyses revealed significant gender, grade, sport area, and location differences in self-reported unsportspersonlike behavior. The main analysis revealed that self-reported poor sport behaviors were best predicted by perceived coach and spectator behaviors, followed by team norms, sportspersonship attitudes, and the perceived norms of parents and coaches. Results are discussed in relation to the concept of moral atmosphere.     

Improving ‘at-action’ decision-making in team sports through a holistic coaching approach

This article draws on Game Sense pedagogy and complex learning theory (CLT) to make suggestions for improving decision-making ability in team sports by adopting a holistic approach to coaching with a focus on decision-making ‘at-action’. It emphasizes the complexity of decision-making and the need to focus on the game as a whole entity, where players, individually and collectively, attempt to manage disorder in the face of an opposition. It rejects the complicated, mechanistic approach to learning and cognitivist views that dominate the literature on decision-making in team sports that see it as being a linear process of conscious thinking limited to the individual mind. It offers an alternative, holistic view grounded in a practical example of how this might be achieved in coaching rugby union football and theorized within a CLT framework.     

A Constructivist-Informed Approach to Teaching Swimming

Interest in constructivism has fueled enthusiasm for the development of games and team-sport pedagogy over the past decade, but individual sports have yet to receive the same attention. In this article we redress this oversight by suggesting that constructivist perspectives on learning can be used to develop student-centered, inquiry-based approaches to teaching individual sports. We set out to provide examples of how this might be achieved by outlining the ways in which constructivist theories of learning can be employed to inform the teaching of swimming. Typically characterized by high repetition and a strong emphasis on technical mastery in a stable and predictable environment, swimming has escaped the attention of researchers in the physical education field interested in exploring the contributions that constructivism can make to enhancing learning. To emphasize the significance of the physical environment for learning, we suggest two approaches for teaching swimming in the two very different contexts of the pool and the surf to explore the implications that this holds for learning and teaching.     

别开生面的好教材——试评《图书馆学导论》

从结构新颖、增加"图书馆职业哲学"章节、理论联系实际、编制索引4个方面论证于良芝所著、科学出版社出版的《图 书馆学导论》是一本别开生面的好教材,同时也指出其存在一些不足,如在图书馆类型划分上出现逻辑混乱问题等。