领域学习模型研究述评

学习理论是近年学校教育和教学关注的基本理论问题,它涉及到学生的学和教师的教.而领域学习模型是西方近20年来学科学习研究的最新成就,它主要是对不同学科专业学习心理的理论探讨.本文着重论述了该模型的主要内容及其特征并探讨了未来研究的方向,针对目前教学现状讨论了该模型对学科教学实践的启示,以期促进大学专业教学.     

Genomic diversity and post-admixture adaptation in the Uyghurs

Population admixture results in genome-wide combinations of genetic variants derived from different ancestral populations of distinct ancestry, thus providing a unique opportunity for understanding the genetic determinants of phenotypic variation in humans. Here, we used whole-genome sequencing of 92 individuals with high coverage (30–60×) to systematically investigate genomic diversity in the Uyghurs living in Xinjiang, China (XJU), an admixed population of both European-like and East-Asian-like ancestry. The XJU population shows greater genetic diversity, especially a higher proportion of rare variants, compared with their ancestral source populations, corresponding to greater phenotypic diversity of XJU. Admixture-induced functional variants in EDAR were associated with the diversity of facial morphology in XJU. Interestingly, the interaction of functional variants between SLC24A5 and OCA2 likely influences the diversity of skin pigmentation. Notably, selection has seemingly been relaxed or canceled in several genes with significantly biased ancestry, such as HERC2–OCA2. Moreover, signatures of post-admixture adaptation in XJU were identified, including genes related to metabolism (e.g. CYP2D6), digestion (e.g. COL11A1), olfactory perception (e.g. ANO2) and immunity (e.g. HLA). Our results demonstrated population admixture as a driving force, locally or globally, in shaping human genetic and phenotypic diversity as well as in adaptive evolution.     

“共识”与“共识的程度”:国家形象认知的别种维度

论文循着国际合法性与国家形象之间的内在关联,尝试从国际合法性视角出发来建构国家形象认知。国家形象是一种主观见之于客观的活动,它直观地体现着一国的主流民众对他国的融汇情感在内的整体性知觉和评价,在此种意义上国家形象可以理解为共识;同时,国家形象并非静态的主客体关系的结果和单纯对现实的复制式描述,而是主体间进而是形象间交往互动的产物,其中不可避免地裹挟着国家间多重力量的博弈,在这种意义上国家形象可以表示为共识的程度。     

Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: a cross-lagged panel analysis

European Journal of Psychology of Education - The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological...     

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.     

Measuring Textbook Content Coverage: Efficient Content Analysis with Lesson Sampling

This study addresses measurement issues around a standards-based content analysis of mathematics textbooks’ coverage of standards for use in large-scale monitoring of standards implementation as proposed in a 2013 report by the National Research Council. An earlier study produced an exhaustive content analysis of textbooks using the 2012 Common Core State Standards for Mathematics. This yielded an accurate and reliable portrait of a textbook's coverage of standards. However, such an in-depth analysis is not feasible for large-scale standards-implementation monitoring in which a large number of textbooks may need to be analyzed. To provide such a portrait with sufficient accuracy while also substantially reducing the associated resources needed to produce such a portrait, a simulation study was conducted with the exhaustively coded database to compare different sampling schemes. Results indicated that sampling 1 day from each week and coding the corresponding lessons led to sufficiently accurate representations of the overall content of the textbook. The results provide empirical evidence for large-scale standards-based content analyses of mathematics textbooks for monitoring standards implementation which could be adapted for other subject areas.     

面向幼儿发展的表现性评价实践研究

本研究采用表现性评价,对x幼儿园大班一个班级39名幼儿进行为期一年的发展性评价,在真实情境中对幼儿的发展状况作出连续性评价,获悉幼儿不同阶段的发展状况,同时对评价过程进行总结和反思。     

对全民健身战略背景下健身走运动推广的必要性研究

本文以户外健身走运动为研究对象,运用文献资料法、访谈法、问卷调查法、数理统计法等方法,以全民健身为背景研究健身走运动的起源、发展、特征、价值、意义、注意事项以及发展存在的困境,进而对我国健身走运动的发展前景进行展望,为参与者提供科学锻炼的理论依据。