教师角色转换中内涵性特征的缺失与补救

教师角色具有理念性、系统性、实践性、主体性、创造性等内涵性特征。教师角色内涵性特征的缺失,导致教师角色转换过程中呈现出角色转换混乱无序、线性模式、工具性取向角色转换行动被动滞后等现象。为此,亟需加强教师角色转换的系统引控,关注教师角色转换的行动体验,促成教师角色转换的反思习惯,凝炼教师角色转换的创新内核,搭建彰显教师个体生命价值的平台。     

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).     

三元能量对落叶松,樟子松的作用

将落叶松，樟子松种子放在元极堂内三元场处理和发放三元能量处理，播种后出苗数分别比对照组多４０．７％，１２８．１％和６１．６％、１３６．２％，保苗株数分别比对照组多１１４．１％，１１８．４％和１６５．３％，２０２．０％，防病效果分别比对照组提高７７．７％，６８．０％和７７．１％，６５．６％，表明可将三元能量应用于造林。     

体育学院附属竞技运动学校的现状及其存在的问题

体育学院附属竞技运动学校采取“亦读亦训”的方针,能够培养出有文化的高水平运动员,但在人员结构、发挥体院综合优势、项目设置及竞校学生文化学习等方面有待完善,同时国家有关部门应允许竞校以体院名义组团或队参加国内比赛,进一步调动体院办竞校的积极性。     

Diversity in the Information Seeking Behaviour of the Virtual Scholar: Institutional Comparisons

The logs of four universities using the OhioLINK journal system were evaluated for a period of fifteen months using deep log analysis methods in order to compare and contrast the information seeking behaviour of their users. Large differences were found, especially between the research and teaching universities. Methodological problems associated with making the comparisons are discussed in some detail especially in terms of defining online sessions.     

拳击比赛与4种专项训练后的乳酸和脉搏值变化的分析

跟踪监测了优秀拳击运动员比赛和4种不同负荷方式训练后的乳酸(LA)值和脉搏(HR)值。结果显示，比赛后的LA值高于4种不同负荷方式训练后的LA值；4种不同负荷方式训练后的LA值也存在明显差别；4种不同负荷方式训练后的HR值无明显差别。拳击运动员4种不同负荷方式训练后的LA测试结果显示，疾跑练习无氧酵解强度最高。     

利用双标图分析基因型和环境交互作用

在作物的品种区域化试验中，品种的基因型和环境（Ｇ×Ｅ）交互作用越来越受到重视．一种新的非常有效的分析Ｇ×Ｅ交互作用模型是加性主效应和乘积交互作用模型（简称ＡＭＭＩ模型），而双标图（ｂｉｐｌｏｔ）是解释ＡＭＭＩ分析结果的一种直观有效的图形工具．本文对ＡＭＭＩ模型及双标图作一扼要介绍，并选用１９９５年南方水稻区试单季晚粳组数据作为实例，给出了两种新的双标图，以帮助我们更深入地了解Ｇ×Ｅ交互作用．     

让教育研究走向生活体验

传统的教育研究由于远离了个体的生活体验而丧失了生活意义。本文认为,当代教育研究应该注重生活体验,走向生活体验。也就是说,教育研究是在真实教育情境中以个体的生活体验为基础进行的研究;教育研究是研究者作为主体积极参与的一种价值负载活动;在教育研究者与研究对象之间应该建立一种平等互动的关系。因此,当代教育研究应该注重叙事研究,关注教师的个体体验和个体实践知识,在教育理论工作者与教育实践工作者之间开展广泛的合作与对话。     

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。     

两种寄生物-单种寄主的功能反应研究

本文研究了两种寄生蜂Aphytis sp.and Aphytis melinus在寄主茶长本圆蚧(Abgrallaspis cyanophylli)上的混合寄生效应。结果表明,在混合种群中,两种蜂的攻击效率都减小到单独做功能反应时的1/10。同时,本文首次提出了两种寄生物—单种寄主的功能反应模型,模拟效果较好。