天津软土地区十字板测试的几点应用

收集了天津开发区、天津港、临港工业区、大港区等距海岸较近的区域及保税区空港物流加工区、东丽区滨海国际机场等距海岸较远的区域十字板原位测试资料,结合软土地区实际工程,用十字板来确定一些岩土参数,给以后的工作加以指导和借鉴。     

亚洲一流大学本科课程设置与课程管理特点评析

亚洲一流大学都十分注重本科课程设置的顶层整体设计及课程结构的调整和优化;重视人才培养模式变革,以课程为载体,大力推行以基本素养和全人教育为目标的通识教育。设置专门的组织管理机构,强化课程管理与教学质量监督是亚洲一流大学保障其课程实施有效性的重要方式,而重视课程与教学评价的改进,强化学分制管理,倡导教学方式变革,是其课程与教学管理制度的共同经验。我国大陆研究型大学在实施本科教育改革时,可研究借鉴亚洲其他国家一流大学以及我国港台名校的课程设置模式与管理经验,以加快内涵发展与改革创建步伐。     

Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes

The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes.     

现代人的生存焦虑与体认自我限度的教育

认同的非确定性与认同焦虑;价值相对主义与共识困境;人造风险的蔓延与非安全感是现代人生存焦虑的三个方面。如果说古人是借助外部的力量缓解生存焦虑,那么现代人则是借助自我的力量缓解生存焦虑。然而,在这一转变过程中,现代人却遭遇了理性的危机、自我的异化以及自然的"祛魅",结果不仅没有缓解生存焦虑,反而使其不断凸显。由于现代人的生存焦虑与他们错误的价值观念有关,因此,教育就有介入的必要和可能。教育应当引导现代人体认借助自我的力量缓解生存焦虑的限度,具体而言,应当培养现代人合理的理性观、共享的自我观并提升他们的生存境界。     

分数跳－扩散模型的标准回望期权定价

文章以看涨期权为例探讨了分数跳－扩散模型的标准回望期权定价问题,其中 H∈（12,1）,并给出了定价公式。     

高校党史教育"引进来"和"走出去"路径分析

中国共产党的历史是中国人民的宝贵财富,也是中国共产党和中华民族最宝贵的精神支柱.高校承担着培养中国特色社会主义事业的建设者与接班人的根本任务,应将中国共产党党史教育与高校思政课深度融合.通过党史励志培训,使学员深化党性原则和政治方向,并自觉自愿地向党靠拢、向社会主义靠拢,把个人前途命运置于党和国家、民族的前途命运之中,从而为自身发展找准社会方向和自我定位.     

Forwarding a ‘science-ethics nexus’ to critique and reorient science education pedagogy toward greater social and ecological justice

In this paper, I engage with arguments put forth by Blue Mahy in his article “A speculative-posthumanist examination of the ‘science-ethics nexus’ in Australian secondary schools.” Mahy argues that by using relational posthumanist concepts as a diffractive lens, his critiques of Australian school science standards find the underlying hegemonies of masculine, Euro-Western ideologies that infuse the stance on ethics in science education. He uses a ‘plug in process’ of posthumanist concepts to generate a ‘speculative fiction’. This is a method used to reclaim ethics and science by creating narratives produced by the diffracted projections of posthumanist concepts. In my own research on science teacher education, I explore Mahy's use of diffraction for both critiquing science curriculum and providing projections for future ethical commitments in school science education. I utilize data from my science methods course which is situated in Central California’s agricultural region at a largely Hispanic-Serving Institution.

     

The impact of students’ prior attitude on the processing of conflicting videos: a comparison between middle-school and undergraduate students

European Journal of Psychology of Education - The purpose of this research was to investigate the impact of students’ prior attitude on the processing of conflicting information regarding a...