Analysis of job satisfaction of university professors from nine Chinese universities

Research on work life and job satisfaction of university professors is becoming an important research issue in the field of higher education. This study used questionnaires administered to 1 770 teachers from different levels, types, and academic fields of Chinese universities to investigate job satisfaction among university professors and the relationship between job satisfaction of university professors and the organizational characteristics of the university. The job satisfaction of Chinese university professors includes six dimensions: career development and school management, teaching and research services, salary, benefits and logistical services, professional reputation, teaching and research facilities, and the work itself. The overall job satisfaction levels are close to average, with salary and benefits receiving the lowest level of satisfaction. The organizational characteristics of universities, such as school type, school level, academic field, organizational climate, evaluation orientation, and school management, all have significant effects on the overall job satisfaction of university professors. The organizational climate and school level affect all six dimensions of job satisfaction among university professors.     

The core components of reading instruction in Chinese

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposed—oral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies.     

Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement

ABSTRACT

In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine whether gamification can enhance student engagement in a flipped course. A comparison study was conducted, involving two classes of undergraduate students in an Information Management course. The results indicated that students in the gamification-enhanced flipped learning group (n?=?48) were more likely to complete the pre-class and post-class activities on time than those in the non-gamified flipped learning group (n?=?48). Students in the gamification-enhanced flipped learning group also produced higher quality artifacts than the non-gamified flipped learning group in the pre-class thinking activities. Moreover, students in the gamification-enhanced flipped learning group scored significantly higher in the post-course test than did their non-gamified counterparts.     

2D-21W紧凑型荧光灯性能优化的探讨

介绍2D-21W紧凑型荧光灯性能改善的工艺方法。检测表明,应用汞齐和辅汞齐替代传统使用的液汞生产的2D-21W荧光灯产品,其光通量、管压和功率等性能参数得到了明显改善,各项指标均符合国家的有关标准,同时产品对工作环境的适应性也得到了改善。     

报春茜属(茜草科)订正

 In this revision, three species are recognised. A discussion is made onmerging the genus Polysolenia into Leptomischus. Indopolysolenia burmanica Deb etRout is reduced to a synonum of Leptomischus primuloides Drake.  A key tospecies is given below:l. Flowers larger, with corollas more than 2cm long.  2.Stipules 3-fid or torn;  Leaves narrowly lanceolate;  stigmas with 2 short obtuse    lobes  ......................................................  1.L. wallichii  2.Stipules entire;  leaves obovate to elliptic;  stigmas with 2 slender elongate lobes        .........................................................  2. L. primuloides1.Flowers smaller, with corollas 6-6.5mm long;  stigmas with 2 lanceolate lobes       ..........................................................  3. L. parviflorus     

试论大学英语课堂参与性教学

英语教学应当以提高学生语言实际运用能力为最佳目标,但是传统的英语教堂只是一味进行＂满堂灌＂,轻视学生运用语言进行交际、沟通等能力方面的培养。因此,培养调动学生的参与意识,发挥学生的主体参与性是一条有效的途径。本文介绍了参与性教学的内涵和特征,并根据教学实践提出了一些实施策略。     

读《庄》札记三则

《庄子》词汇在后世运用广泛,解释多样,因此导致《庄子》词语增加了许多新的内涵和用法,同时也出现了很多颇有趣味的分歧和争论。考释和辨析这些词语,有助于我们正确地读《庄》和用《庄》。这里选取《庄子》中的三条词语加以梳理、考释和辨析,并求教于方家。