Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.

Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra

This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.

理工科院校研究生公共英语教学改革探索

从目前我国研究生公共英语教学中普遍存在的问题入手,以我校研究生公共英语教学改革为例,分析了理工科院校研究生公共英语教学在英语课程设置、教学内容、教学模式及考试形式等方面的改革缘起及必要性,并就改革内容及经验进行了综述.改革的实践表明,英语课程设置应突出实用性和扩展性,教学内容、教学模式及考试形式应放在切实提高学生的英语实际运用能力上.     

从用人单位角度谈高职建筑工程技术专业课程体系的构建

在深入了解就业市场,准确把握职业岗位对技能型人才的职业能力和职业素质的要求后,打破原有的高职建筑工程技术专业课程体系,构建以职业技能培养为核心的"层次-模块"化课程体系.     

如何在高职院校体育教学中实现素质教育

由于高职院校自身办学的特点,对学生身体和心理素质有较高要求,将素质教育融入体育教学,就要以增强学生体质为宗旨,针对将来的职业特点调整课程体系的教学内容和教学方法,提高教师队伍建设,培养和发展学生从事体育活动的能力和学习的积极性,让学生在学生时代学会有"一技之长",养成与掌握终身进行体育锻炼的习惯和意识.本文针对高职院校体育教学的特点,提出了在体育教学中实现素质教育的有效举措.     

教育中的新制度主义

制度理论一直将教育领域作为一个重要的研究对象。近十几年来,在教育领域出现了三个显著的变化,它们分别是教育服务提供从单一走向多元、教育系统结构从松散变为紧密以及教育制度重要性的增加。这些教育制度变化的新对于以往制度理论的基本命题提出了挑战,要求重新审视一些制度关系,如同形性与多样性、合法性与效率、松散性与紧密性、制度约束与制度创新、政府与市场等。这预示着对于教育领域进行制度研究的广阔前景。     

基于AHP的大学利益相关者分类研究

建立利益相关者共同参与治理机制是大学治理研究和实践的重要目标.本文利用层次分析法(AHP),结合利益相关者理论,对通过问卷调查所获数据进行分析,获得大学利益相关者的权重排序,并在排序的基础上认为大学治理的主体应该是关键利益相关者.     

美国研究型大学的院长任用方式及启示

"院为实体"和学院拥有强大权力的管理体制有利于提升大学管理的效能,其中,院长任用方式又是学院管理的关键.本文基于对美国多所研究型大学的研究,对美国研究型大学学院管理模式、院长的遴选程序、岗位职责、权力范围、考核机制、监督保障等问题进行了分析,同时结合我国大学的实际特点,对改进大学院长任用方式提出了若干有针对性的建议.     

我国研究型大学校级行政管理结构优化的思考——基于密西根州立大学的案例分析

针对大学内部行政管理的批评不绝于耳,批评的焦点主要集中在行政管理岗位过多、行政权力过大等,但总体而言,面上的评论多,深入分析少,尤其对大学行政管理结构的优化,还缺乏清晰的、可操作的研究.本研究试图从案例分析的角度,以美国一流公立研究型大学的内部管理体制为例,解读其校级行政管理结构的基本状况,以期为我国研究型大学内部管理中校级行政管理结构优化提供借鉴.     

穆旦《诗八章》后的"隐情"

穆旦的代表作《诗八章》的写作,和现实生活中他和萧珊的一段特殊感情有关.在穆旦的一些作品和书信中,透出了这方面的信息.明了《诗八章》后的这一"隐情",有助于理解《诗八章》的情思内涵,同时,也可由此看出穆旦的诗歌写作"源于生活而又高于生活"的特出之处.