信息科技在教学中的应用:国际比较研究

借助国际教育成就评价研究协会开展的第二届国际信息科技教育应用研究所收集的数据,对在课程中应用信息科技对学生发展的作用等问题进行了考察。研究发现,虽然参与调查的国家和地区中的学校都具备了计算机和网络,但在教学上应用信息科技的水平仍较低;同时,总体的教学导向还较传统,且信息科技应用不一定会带来与21世纪教学法相一致的教学改革。然而,应用信息科技的学生行为较教师行为更倾向于21世纪的教学导向,尤其是与外界关联型导向。因而,需要通过鼓励学生应用信息科技来发挥其杠杆作用,从而实现更强的终身学习型导向和与外界关联型导向。     

The Electronic Campus: the First Decade

Many universities are beginning to consider how information technology could influence teaching, research, administration and communications on and off campus. This article reviews the development of the 'electronic campus' in the USA over the last decade and finds three distinct phases of development. Change in the UK has been slower but is noticeable. Five case studies, drawn from both sides of the Atlantic are considered. Finally, some implications and opportunities for the future are discussed; the author notes that the case for the massive investment necessary to bring the electronic campus to reality across the university sector has yet to be properly formulated.     

SETTING UP A QUALITY SUPPORT UNIT

In June 1990 I was asked by the Principal of the College of St. Mark and St. John to set up an Academic Quality Support Unit. Extensive discussion about important policy issues at the preliminary stage saved time and enabled the Unit to start work efficiently and immediately. First I describe some of the policy issues. Next I describe the Unit's aims and comment on them. Finally I describe the Unit's operation and comment on some operational difficulties.     

Metamotivational state and dominance: Links with EMG gradients during isokinetic leg extension and a test of the misfit effect

Although electromyographic (EMG) gradients have been observed in passive musculature during perceptual motor tasks, it is unclear whether this is related to metamotivational state or dominance. In addition, a misfit effect has been suggested whereby individuals report negative psychological responses when metamotivational state and dominance do not match. Research examining these phenomena within an exercise context is limited; therefore, this study used a reversal theory (Apter, 2001) framework to examine two hypotheses. The first hypothesis was that an EMG gradient would be observed when individuals performed isokinetic leg extensions in a telic metamotivational state, regardless of telic or paratelic metamotivational dominance. Second, it was hypothesizsed that telic-dominant individuals and paratelic-dominant individuals would perform better on this task when in the telic and paratelic state, respectively. Altogether, 14 telic-dominant and 12 paratelic-dominant individuals performed 100 self-paced isokinetic leg extensions at a rate of 90°?·?s(-1) in both telic and paratelic state manipulated conditions. Regardless of state, an EMG gradient was observed in telic-dominant individuals but not in paratelic-dominant individuals. Paratelic-dominant individuals performed better in the paratelic than the telic state condition, whereas in the telic state condition, telic-dominant individuals performed better than paratelic-dominant individuals. Findings add to the debate concerning the role of telic metamotivational state and dominance in the production of EMG gradients. Performance data support the misfit effect that outcomes are more positive when metamotivational state and dominance are congruent. Suggestions for research developments in this area are offered, as are tentative implications for applied practice.     

从返身到反身:穿越大类教育与通识教育的深层理据

当下高等教育的困境并不在于知识广博的欠缺,而在于如何让外缘性知识经由返身和反身的双重建构后,内化为具有认知意义的主体性的知识,并让此知识在返归于生活世界中获得创生。知识从返身到反身的四重建构路径为视界融合之重构、形上抽象之重构、知识反身批判之重构、主体反身改造之重构。