数字智商及其能力图谱：国际进展与未来教育框架

新一轮科技革命和产业变革加速演进,人工智能、移动技术、物联网等新技术新应用方兴未艾,技术革新改变了人们的生活、生产方式和思维方式,同时对个体的素质能力提出了新的诉求,进而对未来教育学习框架提出了挑战。文章基于代表各社会阶段人类关注的价值焦点变化,系统梳理人类社会个体"三商"(智商、情商、数字智商)的发展脉络及关系,解析数字智商能力图谱、数字智商能力三级目标与数字智商能力的现实应用,构建适应数字智商发展的未来教育学习框架,以期为新时代数字化教育体系架构、路径规划与教学实施带来些许启示。     

Bullying and repeated conventional transgressions in Swedish schools: How do gender and bullying roles affect students’ conceptions?

Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed.     

Longitudinal correlation analysis of standing height and intelligence

Intercorrelations of 10 successive years of measurement of height and intelligence are presented for separate samples of girls and boys. These correlations are based on data originally gathered and published by Dearborn, Rothney, and Shuttleworth as the Harvard Growth Study. Sample size varies from correlation to correlation, but most of those for girls are based on samples of 500-700 and those for boys on samples of 400-500. The intercorrelations of each of the 2 variables over 10 occasions do not differ appreciably by sex, but there are significant differences between the sexes in the cross-correlations. For the sample of girls there is clear evidence that individual differences in height at 8 and 9 anticipate later individual differences in intelligence. Correlations of early height with intelligence at 11 and 12 are especially high (.40). There is little evidence for similar anticipation of intelligence by height for boys. Correlates for both height and intelligence are found in socioeconomic status, ethnicity, and age of first menstruation for girls. Only the last of these contributes to the explanation of the changes in the cross-correlations with age. Analyses of sitting-height correlations with intelligence indicate that length of the long bones of the legs is also related to the observed pattern of correlations.     

A Web-based on-machine mould matching and measurement system based on CAD/CAM/CAI integration

INTRODUCTION Today, the manufacturing industry makes con- stant effort in order to construct an E-manufacturing system using information technology for effective production control, and then, it offers the integrated production control to the workers, the production managers, and the consumers, etc. (Lee, 2003; Choi, 2004). In the mould manufacturing industry, the process managers often request paperwork to know the information of the processes on CNC machine tools or they visit the shop…     

What Do HPT Consultants Do for Performance Analysis?

This study was conducted to contribute to the field of Human Performance Technology (HPT) through the validation of the performance analysis process of the International Society for Performance Improvement (ISPI) HPT model, the most representative and frequently utilized process model in the HPT field. The study was conducted using content analysis as the research methodology to investigate thirty HPT business cases. The findings in this research indicate that the detailed processes and components as depicted in the performance analysis process in the ISPI HPT model were not fully present in the HPT business cases. Actual processes used in the business cases to identify performance gaps differed in part from the model. In addition, the procedure of analysis in the model is depicted as a logical sequence and in the cases is an actual sequence. In addition, the refined performance analysis process is proposed based on the research findings.     

Browsing software of the Visible Korean data used for teaching sectional anatomy

The interpretation of computed tomographs (CTs) and magnetic resonance images (MRIs) to diagnose clinical conditions requires basic knowledge of sectional anatomy. Sectional anatomy has traditionally been taught using sectioned cadavers, atlases, and/or computer software. The computer software commonly used for this subject is practical and efficient for students but could be more advanced. The objective of this research was to present browsing software developed from the Visible Korean images that can be used for teaching sectional anatomy. One thousand seven hundred and two sets of MRIs, CTs, and sectioned images (intervals, one millimeter) of a whole male cadaver were prepared. Over 900 structures in the sectioned images were outlined and then filled with different colors to elaborate each structure. Software was developed where four corresponding images could be displayed simultaneously; in addition, the structures in the image data could be readily recognized with the aid of the color-filled outlines. The software, distributed free of charge, could be a valuable tool to teach medical students. For example, sectional anatomy could be taught by showing the sectioned images with real color and high resolution. Students could then review the lecture by using the sectioned and color-filled images on their own computers. Students could also be evaluated using the same software. Furthermore, other investigators would be able to replace the images for more comprehensive sectional anatomy.     

Epistemological Syncretism in a Biology Classroom: A Case Study

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’ beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.     

Korean deaf adolescents' awareness of thematic and taxonomic relations among ordinary concepts represented by pictures and written words

Individuals' relative awareness of thematic and taxonomic relations is influenced by factors such as language and background knowledge. Relatively weak in Korean language skills and also having relatively limited social opportunities, Korean deaf adolescents might be different from hearing adolescents in how they make decisions in taxonomically and thematically associated entities represented by pictures and words. Experiment 1 indicated that deaf adolescents had longer reaction times than hearing adolescents in a forced-choice decision-making task. Both deaf and hearing adolescents had shorter reaction times and higher accuracies with pictures than with words, but deaf adolescents' differences were bigger than those of hearing adolescents. Experiment 2 further showed that deaf adolescents had lower accuracies than hearing adolescents in a priming task of living-nonliving categorization. Both deaf and hearing adolescents had shorter reaction times with taxonomic than with thematic categories, but deaf adolescents' difference was bigger than that of hearing adolescents. In conclusion, Korean deaf adolescents were aware of thematic and taxonomic relations less than hearing adolescents in general. They were more likely than hearing adolescents to show the advantage of pictures over words in their performance in conceptual activities and to prefer taxonomic to thematic associations for written words in Experiment 2.     

Exploring Elementary Pre-service Teachers’ Beliefs About Science Teaching and Learning as Revealed in Their Metaphor Writing

This study examined elementary preservice teachers’ beliefs about the role/image of a science teacher and science teaching and how these beliefs change during an elementary science methods course; this examination was conducted through an analysis of their metaphor writing. Data included personal metaphors and rationale papers for supporting them collected from 106 participants at the start and end of the semester. Data were analyzed using the constant comparative method and also quantified for statistical analysis. Results indicate that most participants came to the course with traditional views and developed more constructivist views during the course. However, they tended to keep their traditional views and added new constructivist perspectives into their original belief systems. This study suggests that metaphor writing can be used as both a reflection tool for preservice teachers to clarify and refine their beliefs about science teaching and learning and a diagnostic assessment tool for teacher educators to understand their students for tailoring a methods course accordingly.     

Teacher reactions to the performance-based bonus program: how the expectancy theory works in the South Korean school culture

This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers did not have a clear understanding of the evaluation system and did not feel that the evaluation standards were indicative of good teaching practice or that the evaluators were sufficiently experienced to conduct the evaluations. As a result, teachers generally had negative opinions regarding the program and did not support its continuation. Aligned with the expectancy theory, it was found that the Korean teachers’ expectancy probabilities were low, instrumentality was low, most did not value a bonus, and they perceived other negative outcomes from the program. Therefore, most teachers stated that the program was not motivating them to improve their instructional performance. Further, schools’ cultural factors such as seniority, the traditional concept of Sesheng, and mistrust of job security turn out to not facilitate the original intention of the policy.