栉风沐雨栽梧桐 创新环境造辉煌——中国科学院科教基础设施建设六十年

文章回顾了中科院60年科教基础设施建设的历程,从建院初期到实施知识创新工程,每个时期都紧紧围绕办院方针和科研需求,及时部署、规划实施、圆满完成了众多科教基础设施的建设任务,为中科院的可持续发展提供了有力的支撑。本文简述了中科院各个时期的科教基础设施建设工作,并进行了系统的总结。     

应用写作基本理论问题略论

应用写作范畴,基本概念,基本特性,应用写作分支及特性。     

Electrostatic force on the rectangular shield wall of a strip transmission line

For a strip transmission line shielded by rectangular walls,the Green‘s function is helpful to construct the variation expression of the electrostatic energy.Thomson theorem is employed to determine the charge distribution on the strip.The electrostatic force on each side of the rectangular shield wall is achieved by using the principle of virtual work.The results is easy to be obtained by computerized calculation.     

师范院校教育学科的困惑与思考

师范院校的教育学科历史上曾经有过四次论争,直至今日仍然存在着诸如教育学科建构的逻辑起点问题;重理论与重应用的矛盾;重能力与重技能的矛盾;传授系统知识与培养迁移能力的矛盾等困惑.教育学科必须重新确立自己的逻辑起点、构建内容体系、改进课堂教学模式、改革学业评估模式.     

论历史教师的基本素质

历史教师必须具有崭新的历史教学理念、丰厚的专业学识、较强的教学研究能力和娴熟的多媒体及网络运用技术.     

江西省农村教育服务新农村建设问题调研报告

普及和巩固农村义务教育,促进农村义务教育持续发展是建设社会主义新农村的重要内容.为此,调研组对分宜、乐安和崇仁三个县进行了专题调研,了解农村义务教育现状和义务教育服务新农村建设的具体做法以及存在的问题,并提出了对策.     

“健康第一”指导思想是学校体育发展的基本理念

健康第一指导思想是党中央从当代世界发展和中华民族伟大复兴的战略高度,针对应试教育现象做出的英明决策.健康第一指导思想不仅明晰了学校体育在学校教育界中的地位,同时也为深化学校体育改革指明了方向。     

Facilitating academic performance in college: understanding the role of clear and organized instruction

Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction.     

教育组团:区域教育均衡发展的新途径——山东省广饶县教育均衡发展的实践探索

为解决财政投入大与教育经费不足的矛盾、教师总量超员与学科缺员的矛盾、教育装备标准低与区域总量过剩的矛盾、教育供给不足与教育需求旺盛的矛盾,山东省广饶县通过建立乡镇教育园区、中心城区教育园区,以及各类教育园区,即"组团 园区模式",在实现区域推进教育均衡发展方面进行了大胆实践与探索。教育组团能够节省教师人力资本,实现公共资源的优化配置,实现公共资源的共享,实现教育资源的统一管理。     

Information encountering and management in information literacy instruction of undergraduate,students

The nature of the information-rich environment of the 21st century has affected the ways in which students’ access information. Students no longer have to seek information; they acquire it passively through their everyday use of the Internet. This paper presents findings of a study involving the information encountering experiences of undergraduate students and the potential role of personal information collection, management, and retrieval in information literacy instruction. Undergraduate students enrolled in an information literacy course were surveyed regarding their experiences online with information encountering and personal information management. Survey questions were adopted from the information encountering scale developed by Wise & Erdelez (2012) and consisted of twelve questions focused on the noticing, stopping, examining, and capturing steps of the Information encountering model (Erdelez, 2004). The study indicates that the vast majority of the undergraduate students responding to the survey were frequently encountering unexpected information while online, but were not capturing this information for future use using built-in, web-based tools. While information literacy courses teach students to identify, seek, analyze, and use needed information, they do not prepare them to manage and retrieve unexpected information encountered while using the Internet.