略论基础教育的特点及其意义

现实当中出现的大量分化现象和失衡现象表明,一些力量或因素似乎正在把基础教育变成另外的样子,而这使我们回到了一个基本问题上,即基础教育应该是怎样一种教育?本文简要论述了基础教育的基础性、全民性和全面性等主要特点,借以重述对该问题的看法。     

Impact of combining data from multiple instruments on performance of patient-based real-time quality control

IntroductionIt is unclear what is the best strategy for applying patient-based real-time quality control (PBRTQC) algorithm in the presence of multiple instruments. This simulation study compared the error detection capability of applying PBRTQC algorithms for instruments individually and in combination using serum sodium as an example.Materials and methodsFour sets of random serum sodium measurements were generated with differing means and standard deviations to represent four simulated instruments. Moving median with winsorization was selected as the PBRTQC algorithm. The PBRTQC parameters (block size and control limits) were optimized and applied to the four simulated laboratory data sets individually and in combination.ResultsWhen the PBRTQC algorithm were individually optimized and applied to the data of the individual simulated instruments, it was able to detect bias several folds faster than when they were combined. Similarly, the individually applied algorithms had perfect error detection rates across different magnitudes of bias, whereas the error detection rates of the algorithm applied on the combined data missed smaller biases. The performance of the individually applied PBRTQC algorithm performed more consistently among the simulated instruments compared to when the data were combined.DiscussionWhile combining data from different instruments can increase the data stream and hence, increase the speed of error detection, it may widen the control limits and compromising the probability of error detection. The presence of multiple instruments in the data stream may dilute the effect of the error when it only affects a selected instrument.     

Implicit theories of creativity: a comparison of student‐teachers in Hong Kong and Singapore

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.     

关于学习困难学生帮扶机制的思考

由于缺乏相应的运行和保障机制,导致大部分有学习困难的中小学生没有得到所需的帮助,从而对义务教育的公平、质量与效率产生了不利影响。因此必须从法律法规制定、教育资源配置、教师培训等方面健全学习困难学生的帮扶机制,使每个学生都能获得平等的发展权。     

Effects of Diagrams on Mathematics Performance

Research on the facilitative effect of diagrams on solving mathematics problems is both inconsistent and inconclusive. This study investigates the effects of diagrams on 124 Singaporean pupils in three classes: Primary One and three, and Secondary One. Pupils' performance was measured with the use of teacher-written mathematics problems in the form of worksheets. Number of errors made on problems accompanied with and without diagrams were compared. Whether or not pupils benefit from diagrams was estimated by their patterns of errors made in the presence or absence of diagrams. Results both confirm and disconfirm previous findings and shed further light on the use of diagrams in mathematics.     

Scientific Understanding,Control of the Environment and Science Education

The concerns of this paper are two-fold. First, the paper addresses the allegation made by the indigenous science movement that violence is evident in the control of nature because science is inherently violent. This charge, if not refuted, undermines the claim that science is neutral. Next, the article considers the shortcomings of a school science curriculum based on traditional social values of control.     

Parental concerns regarding a centre-based early intervention programme for Down syndrome in Malaysia: a case study

This qualitative study provides information on the concerns faced by parents having children with Down syndrome in a centre-based Early Intervention Programme in Malaysia and how they coped with these concerns. Semi-structured interviews were conducted with a total of five parents and two special educators. The interview and observation findings indicate that there are numerous concerns faced by parents, such as the child’s uncertain future, teacher training, family involvement, expansion of services, support services, lack of information and resources, inconsistency of language used, increase in fees, and changes in lifestyle. The study has also revealed unmet needs of special children, for example, time duration, music therapy and the facilities provided. Recommendations have also been suggested for further needed improvement in the Early Intervention Programme.     

线性分式规划的Frank—wolfe优化算法

线性分式规划在经济管理领域有着广泛的应用,但分式规划是非线性优化模型,相对复杂。利用Frank-wolfe优化方法,将带有线性约束条件的一类线性分式规划转化为线性规划,求得此类线性分式规划的局部最优解;同时给出了算法的步骤,讨论了收敛性定理;通过数值实验,发现该算法具有迭代次数少等优点。     

Sharing practices,but what is the story? Exploring award-winning teachers’ conceptions of teaching

This paper critically considers the attempt by a research-intensive university in Asia to draw on and make public the practices of teaching award winners in different disciplines through the use of narrative vignettes. More specifically, this paper examines what the vignettes suggest about the connection between award-winning teachers’ conceptions of teaching (CT) on the one hand, and scholarly investigations of practice on the other, and to what extent the vignettes meet the aim of using the scholarship of teaching and learning as an instrument of effective academic development. Content analysis of the vignettes revealed that award-winning teachers’ CT tend to focus predominantly on enhancing learning, followed by encouraging collective knowledge creation and transmission of knowledge. A two-dimensional framework was also used to analyse the vignettes along a tacit-integrated continuum and within an intuitive-reflective frame of inquiry. The findings are discussed in relation to teachers’ perception of their impact on students’ learning and ways to enhance their own practice, with implications for teaching awards, documentation, and dissemination of high-level teaching achievement.