丹巴县高中阶段教育发展调研报告

丹巴县高中阶段教育现状可归纳为：经济地理限制,发展基础薄弱;校园占地面积狭小,无扩展空间;资金投入少,资源配置不足;优质教师外流,优质生源外流;高中阶段普及率低,高考上线率低;学校缺乏竞争力,师生向心力不强。     

民族地区少数民族传统文化变迁及其地理驱动力分析——基于施甸县两个典型布朗族村落的调查与思考

在经济、文化全球化和以工业化与城镇化为主要特征的国家发展背景下,面对施甸县布朗族传统文化呈现弱化这一现象,以施甸县两个典型的布朗族村落为研究对象,在运用田野调查、问卷调查及访谈法等方法获取大量研究数据和资料的基础上,采用从定性到定量的综合集成方法揭示施甸布朗族传统文化的变迁特征,并进一步分析其传统文化变迁的地理驱动力,并就如何实现施甸布朗族聚居地区社会经济较快发展与其民族传统文化传承和保护之间的耦合提出相关的对策建议,以期为当地政府制定民族文化发展战略及其传承保护措施提供科学依据和决策参考。     

The relationship between perceived ageism and depressive symptoms in later life: Understanding the mediating effects of self-perception of aging and purpose in life,using structural equation modeling

The purpose of this study is to examine the relationship between perceived ageism and depression in later life and to clarify the mechanism underlying this relationship by examining the mediating effects of self-perception of aging and purpose in life. The Health and Retirement Study surveys were used for this secondary analysis of data. The sample included 3,991 older adults, and structural equation modeling (SEM) analyses using structural regression models were conducted. SEM analyses revealed that full mediation effects of self-perception of aging and purpose in life exist. Older adults who perceive ageism are likely to have negative self-perception of aging, and this negative view of their own aging is likely to decrease purpose in life and increase depressive symptoms. The results of this study imply that more efforts and resources are necessary to reduce ageism and its negative effect on depression among older adults. Additionally, the current study suggests the necessity of anti-ageism policies and social services. Increasing positive self-perception of aging, purpose in life, and resilience could be the key to a better quality of life for older adults.     

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.