教育研究的抽样问题——有目的抽样

教育研究常常遇到抽样的问题，而我们阐述较多的是如何使用随机抽样以保证教育研究的科学性。对使用较多的有目的抽样则阐述较少。本以随机抽样的局限性为引子，集中对教育科研中有目的抽样的含义、变式、以及如何应用做了初步的探讨，以期引起研究的重视。     

专业英语词汇及长句翻译技巧

专业英语在目前大学英语教学中占有举足轻重的地位。掌握大量的专业词汇及长句翻译技巧是学好英语的前提条件。本文就管理专业英语中专业词汇的特点和构成及长句的翻译技巧两方面进行了探讨。     

高职院校教师专业能力标准的研究

高职院校教师是一种需要专门知识和专门技能的不可替代的专业,高职教育迅猛发展促使教师能力标准亟待建立。本文从高职教师专业能力标准的内涵、构建高职教师专业能力标准的意义、构建高职教师专业能力标准首先要解决的问题以及高职院校教师专业能力标准体系建立等四个方面进行了研究。     

DC元数据与网络信息资源的描述

元数据是描述数据的数据，DC是元数据格式中发展较为成熟的一种，其特点表现为简单性、通用性、兼容性及可扩展性。分析了基于XML的用DC描述网络信息资源的格式，指出在我国对DC的研究正从纯理论研究阶段步入实际应用性阶段。     

遵循学生认知 让“深度学习”真实发生--以“分数的基本性质”教学为例

作为一种新时期课堂变革的理念和课堂教学的设计思路,深度学习是学生在数学学习过程中深度参与、深度体验、深度发展的数学学习过程。教师开展教学时,既要遵循学生的认知起点,也要遵循学生的认知结构,既要关注学生的认知延伸,也要引领学生的认知创造。只有让学生切实主动地思考学习,才可能成为真正的深度学习。     

心物交感互动：好诗的基本条件——以林亨泰、郑愁予的两首组诗为例

好诗的条件会是什么？一直是历史中争辩不休而未得正解的问题,诗人的见解不免成为主观的诗观的表达,评论者的意见往往又是术语的堆砌,读者接受学的反应,也从未有人真正提出统计数据加以分析。论文试图从诗歌发生学的角度去厘清好诗的基本条件,第一层次在于诗人是否能以自己的心与外物交感互动,成就一首好诗,第二层次在于这首诗是否能够唤醒读者的心与外物（包含这首诗）的交感互动,藉以确立一首好诗的基本特质。并以林亨泰的《风景》组诗、郑愁予的《小城连作》组诗为例证,加以鉴识。     

后现代课程观对大学写作教学的启示

课程观的转变直接影响着教学观念的变革。后现代课程观对大学写作教学的改革提供了有益启示。大学写作教学的课程目标要有利于学生成为"发展实践者",大学写作教学的课程内容应由封闭走向开放,大学写作的教学方式要有利于学习者的自组织学习。     

Science and Mathematics Literacy: PISA for Better School Education

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students’ scientific explanations, but these programs ignored how scientific explanation applications can support teacher practices. Thus, to increase our knowledge about using mobile devices in education, this study aims to portray the synergy with an emphasis on a teacher’s practices when using mobile devices in 2 different units (water quality and plants). Synergy can be thought of as various scaffolds (scaffolds in the mobile application and the teacher support) working together to enable students to support creating explanations when using the mobile application. The findings of this study showed that the decrease in the teacher’s support for claims did not affect the quality of the students’ claims. On the other hand, the quality of students’ reasoning was linked with the teacher’s practices. This suggests that when supporting students’ explanations, focusing on components that students find challenging would benefit students’ construction of explanations. To achieve synergy in this process, the collaboration between teacher’s practices, professional development days, and scaffolds designed to support the teacher played a crucial role in aiding students in creating explanations.     

Learning to Program in KPL Through Guided Collaboration

A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL （kid＇s programming language） for 18 weeks during the experiment. One class was randomly assigned to the control group （i.e., free-collaboration） and the other to the experimental group （i.e., guided-collaboration）. Students in both groups formed heterogeneous teams of 3 persons. The guided-collaboration teams in experimental group were provided with a worksheet for every programming task. The worksheet contained a set of task-specific guiding questions to guide students through the problem-solving process in a systematic and disciplined manner. An analysis of test scores showed that the experimental group significantly outperformed the control group in the achievement tests, suggesting that the guiding questions were useful in enhancing students＇ comprehension of programming concepts and developing their programming skills. A comparison of the amount of time spent at each problem-solving step showed that the experimental group spent significantly more time than the control group at the analysis/design/coding step as well as the reflection step. Conversely, the control group spent considerably more time at the debugging step. With the help of the guiding questions, students in the experimental group were also more able to conduct meaningful discussions.     

The role of organizational learning in transformational leadership and organizational innovation

Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership has positive and significant influence on organizational innovation. Based on a literature review and previous work, this study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model. The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study provide evidence that transformational leadership and organizational learning have significant positive relationship influence on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests that if school principals use the strategies of transformational leadership and organizational learning at the same time, organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools.