文化创意产业视域下的上海艺术设计高端人才培养

基于调查数据,探讨了2012、2013年上海文化创意产业结构、发展规模以及该类技能人才占有情况,分析了上海本专科院校艺术设计类技能人才培养建设现状,提出了从培养单纯掌握专业技法的工具型人才向培养熟悉完整艺术设计流程的综合职业人才转变的人才培养思路和以高端人才为导向的多元化教育模式与个性化人才培养方案。     

Four Cases of Transfer Leading to Accomplishment

Throughout their lives, individuals accumulate and apply lessons learned from instruction and experience. It is unclear how they transfer these lessons to become accomplished in their fields. In this exploratory study, we develop grounded hypotheses about the relationship of transfer to accomplishment. Selected individuals told stories about what they learned that influenced their major accomplishments, their sources, and timing. Findings indicate that individuality is magnified on the road to accomplishment, although shared lessons were evident. Attitudes and values, adopted and applied, seemed to play a special role in the passage from transfer to accomplishment.     

小学语文教科书中的爱国主义语篇的概念意义构建研究

人教版语文第一册中有四篇课文是以传递爱国主义价值观为宗旨的。选取其中《我多想去看看》作为研究对象,运用符际互补理论框架,研究如何通过文字和图像符号系统的相互作用和相互配合,形成连贯的语篇,分析结果表明,文字图像之间的符际关系着重在"国旗"、"地点"、"升旗仪式"以及"观礼"等方面;在小学语文教材中可以通过文字和图像符号系统的互补形成连贯的多模态语篇并传导主流价值观。     

Graphicacy in biology textbooks: analysis of activities with images / Alfabetización gráfica en libros de texto de biología: análisis de las actividades con imágenes

The aim of this study is to analyse how graphicacy is promoted through activities with images of the human body in third to sixth year primary school textbooks from three different publishers. The analysis was based on categories related to type of image, type of task, procedures, cognitive processing level required and whether there are explicit instructions on how to use the image. The results show that illustrations and visual diagrams are the most frequent images. The main task is image interpretation, whereas production tasks are scarce. Moreover, the tasks are not evenly distributed among the different procedures. The processing level required is low and requires superficial processing of the images, resulting in a learning process based on copy and repetition. There is some evidence of activities being sequenced according to educational level. We conclude that the kind of graphicacy found in the textbook activities is insufficient for acquiring competence in the use of images.     

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts. Paired-sample t tests for analyses of tectonics content knowledge and GTR achievement measures revealed statistically significant gains from pretest to posttest (p <.001) with large effect sizes. The findings provide support that GTR related to tectonics can be learned with appropriately designed learning activities using Web-based geographic information systems.     

SPECIFIC COGNITIVE PREDICTORS OF EARLY MATH PROBLEM SOLVING

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the specific cognitive correlates of math problem solving across early grade levels (1–4) while controlling for basic calculation skills. As expected, basic calculation skill was a significant predictor of math problem solving across the entire sample. However, the addition of cognitive measures almost doubled the variance explained (R² = .61). Additionally, only select cognitive variables contributed to the prediction of math problem solving, and these variables change in importance as children develop higher‐level math skills. Results are discussed within a developmental model, which emphasizes the increasing importance of abstract code representations required in higher levels of math performance.