勾勒关键能力,打造优质生活——OECD关键能力框架概述

关键能力是个人实现自我、终身发展、融入主流社会和充分就业所必需的知识、技能及态度之集合,是一种通用能力或横向能力,从而使得每个人具有追求完美人生的热忱,以积极公民的身份参与社会进步的本领和在劳动力市场获得充分就业的表现。关键能力框架的核心是"个体的自我认识能力",表明其心智成熟、道德完善,勇于为自我学习和行动负责。     

Needs of thermodynamic properties measurements and modeling in the frame of new regulations on refrigerants

In 1987, the Montreal Protocol prohibited the worldwide use and production of chlorofluorocarbons (CFCs) and hydrochlorofluorocarbons (HCFCs) and hydro fluorocarbons (HFCs) were proposed as alternative refrigerants. Unfortunately, HFCs have non negligible global warning potential and therefore new refrigerants must be proposed or old refrigerants must be used associated with HFC. Accurate experimental thermodynamic data and predictive techniques are required for better under-standing of the performance of the newly proposed refrigerants. In this communication, experimental techniques based on either analytic or synthetic methods are first described. Data are reported. Then two newly developed predictive models based on thermodynamic approach with the isofugacity criterion and artificial neural network method are presented. The results can provide better evaluation of refrigerants, especially with the aim of studying global warning effects.     

Risk on Elder Abuse and Mistreatment - Instrument: Development,psychometric properties and qualitative user-evaluation

Prevalence data of elder abuse from social and health services only present a tip of the iceberg. A large amount of situations of abuse is left undetected. Professionals often lack knowledge and skills on the topic of abuse. Consequently, this paper focuses on supporting professionals to prevent and assess elder abuse by developing and testing the Risk on Elder Abuse and Mistreatment Instrument (REAMI), using a mixed method design. Quantitative data from a widespread screening among 1920 older clients of home care are analysed with exploratory and confirmatory analysis. In addition, 24 professionals who have used the REAMI have been qualitatively interviewed about their practical experience and critical reflection on the instrument and its use. These interviews were transcribed and content analysed. Findings provide evidence of good internal reliability and internal validity of the REAMI and its three dimensions: 1) risk factors of the older person, 2) risk factors of the environment, 3) signals of abuse and mistreatment. Users report an increase of knowledge and awareness among staff, satisfaction with the possibilities for prevention and the user-friendliness and brevity of the REAMI. However, some users are missing a follow-up protocol: what to do when risks are assessed? In the discussion, the argument is developed that the REAMI can be used to examine risk at elder abuse, although an overarching protocol to support prevention and intervention which embeds the detection instrument is needed.     

Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching self-efficacy and a stronger sense of connectedness to the wider academic community.     

Genetic epistemology,history of science and science education

Conclusions The main feature of Piaget & Garcia's study (1989) is the overture of a new field of research within the Piagetian framework, namely the comparative study of individual and historical development.During the 80's, several alternative models have been offered to account for the relations between individual and historical development. However, it has been suggested that there [...] appears to be widespread agreement among Piagetians and non-Piagetians that common mechanisms and processes underlie the thinking of scientists and children at all times (Gauld 1990, p. 24–5).The development of this field of research demands that theoretical research be conducted regarding the possible patterns of relationship between individual and historical development, that should be integrated to comparative empirical research on diverse topics. Further studies would then be required to provide an empirical basis for the comparative research. In other words, this field of research demands the close collaboration between epistemologists, historians, science educators, and cognitive psychologists.We have suggested that the Piagetian model needs to provide a more convincing account of the differences between individual and historical development, and of the role of internal and external factors in the progress of science. We have also argued for an overcoming of the overemphasized structural aspects of the theory, and for an unambiguous concept of history.The non-Piagetian approaches have their own strength and may be developed as alternatives to the Piagetian model. However, our intention here is to emphasize their potential contribution to the development of Piaget's theory. In McCloskey and Kargon (1988) we may find hints to deal with the specificity of similarities in content. Nersessian (1987) provided an excellent insight on how to deal with Kuhn's concept of incommensurability. ⁵ In our interpretation, Carey's work suggest that considering the relation between content and development of structures may be a productive way of developing Piaget's theory.Finally, we would like to comment on the relationship between Piaget's theory and research on students' thinking in science. Both adopt a constructivist stance. However, the vast majority of researchers have developed a strong resistance to Piaget's theory (e.g. Novak 1978; Gilbert and Swift 1985). On the one hand, this resistance should be considered a natural and healthy tendency toward a pluralistic development of research in science education. On the other hand, it may be a consequence of the difficulty of Piaget's theory in coping with the main research findings on spontaneous reasoning. In short, while many researchers in science education have emphasized the persistence of children's, adolescents' and adults' alternative conceptions, Piaget's theory suggests that reaching the formal stage is a necessary condition to understand science. This contradiction will not be overcome while Piagetian researchers are not able to offer a better account of the differences between commonsense knowledge and scientific knowledge. Freed from the constraints of the Piagetian approach, research on alternative conceptions showed an amazing development during the late 70's and the 80's. ^6,7 Further progress, however, increasingly requires theoretical tools to manage the great amount of data already available, and models to explain, rather than just describe, individuals' thought. This task can be carried out from within different theoretical approaches. In Psychogenesis and the History of Science, Piaget and Garcia presented an updated and strong model for the relationship between individual and historical development. If used in an open-minded way, this model may contribute to the development of research in science education.This study was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico/Brazil.     

La violence médicale envers les jeunes enfants

Medical Violence Toward Young Children. Two types of medical “abuse” are to be considered: (1) Mandatory violence in the form of preventive medical activities, i.e., immunizations, and curative medical activities, i.e., intensive care medicine. Means of decreasing the psychological trauma associated with these inevitable activities are considered. (2) Avoidable medical violence, of which three different forms can be identified: ? In the institutions: separation of mother and child is still a common occurrence in maternity hospitals and in pediatric hospital services. ? In medical practice: too often symptoms common in infants and children are dealt with by prescribing unnecessary drugs (cough, cold, crying during the night). ? In placement of children under the pretence of medical cures for such foggy diagnoses as “rickets” or “recurring rhinopharyngitis,” which are cover-ups of the inability or refusal on part of the physician to apprehend a child's real problems. Such placements are apt to irreversibly destroy the psychological bonds of the child with his family.The physicians and health care personnel in general should be better prepared to cope with their own subconscious mechanisms, which often result in questionable automatic reflexes and decisions. This would result in a decrease in physical or symbolic abuses toward children.     

Impact of feedback request forms and verbal feedback on higher education students’ feedback perception,self-efficacy,and motivation

ABSTRACT

In higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.     

伊犁北部博罗霍努岩体年代学和地球化学研究及其大地构造意义

博罗霍努岩体是发育在新疆伊犁北部的一个大型海西期花岗岩体，总体沿近SE-NW向分布，出露面积逾2000km^2。该岩体主要包括三类花岗岩：灰黑色辉石闪长岩、浅色黑云母花岗岩和紫红色黑云母钾长花岗岩。锆石U-Pb La-ICP-MS定年表明，辉石闪长岩的年龄为301±7Ma．黑云母花岗岩的年龄范围为294±7～285±7Ma，而黑云母钾长花岗岩则形成于280±5～266±6Ma。岩石地球化学分析显示，黑云母花岗岩和钾长花岗岩以准铝或弱过铝I型花岗岩为主，个别属于弱过铝S型花岗岩。在微量元素方面，这些花岗岩均富集轻稀土而亏损重稀土，但来自两个剖面的花岗岩具有不同的稀土元素配分模式，可能代表它们的岩浆源区有所不同，因此需要进一步对这些花岗岩进行同位素地质学研究。相对于洋脊花岗岩而言，博罗霍努岩体的花岗岩明显富集K，Rb，Ba和Th，同时，显著亏损Nb，Ta，Y和Yb。以上地球化学特征及微量元素判别图表明，这些花岗岩类形成于俯冲有关的火山岛弧环境。结合伊犁及邻区岩浆岩的特征及其时代，可以认为博罗霍努岩体的形成与天山北部洋壳向南的俯冲造山作用有关。西天山北部俯冲造山作用最终在中二叠世结束，并在中—晚二叠世进入陆内造山和伸展拉张阶段。     

Deference to Scientific Authority Among a Low Information Public: Understanding U.S. Opinion on Agricultural Biotechnology

This study uses the contemporary debate over agricultural biotechnologyto conceptualize a theoretical model that can be used to explainhow citizens reach judgments across a range of science and technologycontroversies. We report findings from a mail survey of NewYork State residents that depicts a ‘low information’public relying heavily on heuristics such as value predispositions,trust, and schema to form an opinion about agricultural biotechnology.Science knowledge does play a modest role, with the news mediaserving as an important source of informal learning. Contraryto expectations and past research, we do not find any directeffects for news attention on support for agricultural biotechnology.Deference to scientific authority is a central value predispositionshaping support for agricultural biotechnology. Positively correlatedwith education, deference to scientific authority is the strongestinfluence on support for agricultural biotechnology in our model.Part of the variable's influence is direct, but part of it isalso indirect, as deference to scientific authority is a keypredictor of both trust in the sponsors of biotechnology andgeneralized reservations about the impacts of science. Received for publication July 18, 2005. Revision received December 2, 2005.     

French nursery schools and German kindergartens: effects of individual and contextual variables on early learning

The present article investigates the effects of individual and contextual variables on children’s early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances between the French and German samples. However, significant differences were obtained for some subscale results. In addition, our results indicate that individual and contextual variables have an impact on the differences observed between children from the two countries.