来华留学生教育与进出口贸易:基于1999-2017年省级面板数据的实证分析

来华留学生教育规模不断壮大,但有关来华留学教育的经济红利还有待深入讨论.借助人力资本和社会网络积累方面的比较优势,来华留学生群体的进入对我国进出口贸易发展能够发挥积极影响.基于1999-2017年我国31个省市的面板数据,运用工具变量和双向固定效应模型,研究发现:无论是在出口还是进口方向,来华留学教育均表现出了正向促进作用,并且对出口方向的影响更为明显.分项目来看,非学历项目的影响要大于学历项目.这一研究发现对于调整我国来华留学生教育的发展方向、优化留学教育奖助体系、提升高校教学培养质量、培育来华留学跨国网络有着积极的政策参考意义.     

STS教育在无机化学教学中的应用

本文介绍了STS概念的产生、STS与教育的关系以及STS在无机化学教学中的应用。     

Teacher reactions to the performance-based bonus program: how the expectancy theory works in the South Korean school culture

This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers did not have a clear understanding of the evaluation system and did not feel that the evaluation standards were indicative of good teaching practice or that the evaluators were sufficiently experienced to conduct the evaluations. As a result, teachers generally had negative opinions regarding the program and did not support its continuation. Aligned with the expectancy theory, it was found that the Korean teachers’ expectancy probabilities were low, instrumentality was low, most did not value a bonus, and they perceived other negative outcomes from the program. Therefore, most teachers stated that the program was not motivating them to improve their instructional performance. Further, schools’ cultural factors such as seniority, the traditional concept of Sesheng, and mistrust of job security turn out to not facilitate the original intention of the policy.     

Silence as right,choice, resistance and strategy among Chinese ‘Me Generation’ students: implications for pedagogy

The topic of silence and ‘the Chinese learner’ has been extensively studied often in relation to cross-cultural adjustment, intercultural issues, learning styles, language ability and differences of classroom expectations. These studies have often led to recommendations to understand silence and ‘the Chinese learner’ in more complex ways. However, there is a real need to go beyond just recognising the complexity and myths underlying these two notions. This article consolidates the need to recognise diversity and fluidity among this group of students and the changing time and space in which silence experiences among them are contextualised and studied. It does so by revisiting established meanings of in-class silence obtained from a qualitative case study with ‘Me Generation’ Chinese students studying in Australia, while contextualising the phenomenon in both Chinese and Australian classrooms. Pedagogical implications building upon the discussion of silence as right, choice, resistance and strategy among these students are provided.     

The Impact of Misspelled Words on Automated Computer Scoring: A Case Study of Scientific Explanations

Automated computerized scoring systems (ACSSs) are being increasingly used to analyze text in many educational settings. Nevertheless, the impact of misspelled words (MSW) on scoring accuracy remains to be investigated in many domains, particularly jargon-rich disciplines such as the life sciences. Empirical studies confirm that MSW are a pervasive feature of human-generated text and that despite improvements, spell-check and auto-replace programs continue to be characterized by significant errors. Our study explored four research questions relating to MSW and text-based computer assessments: (1) Do English language learners (ELLs) produce equivalent magnitudes and types of spelling errors as non-ELLs? (2) To what degree do MSW impact concept-specific computer scoring rules? (3) What impact do MSW have on computer scoring accuracy? and (4) Are MSW more likely to impact false-positive or false-negative feedback to students? We found that although ELLs produced twice as many MSW as non-ELLs, MSW were relatively uncommon in our corpora. The MSW in the corpora were found to be important features of the computer scoring models. Although MSW did not significantly or meaningfully impact computer scoring efficacy across nine different computer scoring models, MSW had a greater impact on the scoring algorithms for naïve ideas than key concepts. Linguistic and concept redundancy in student responses explains the weak connection between MSW and scoring accuracy. Lastly, we found that MSW tend to have a greater impact on false-positive feedback. We discuss the implications of these findings for the development of next-generation science assessments.     

编码、解码与《士兵突击》的接受效果

2007年我国参军人数大幅度上涨,据调查显示与《士兵突击》的热播相关。在当下,当文化已成为消费品的时代,电视所扮演更多的是各类文化的载体这样一种角色,在文化传递的过程中,受众的理解与文化生产者的表达经常出现很大的偏差,编码与解码缺乏对等性。大众的消费需求决定了某种文化的生产,《士兵突击》的编码者正是对当下的文化语境做出了精确把握,才打造出了这样一道“人性”文化盛宴。     

The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text

The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.     

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.     

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

The purpose of this study was to understand the career motivation of secondary students in science, technology, engineering, and mathematics (STEM) by comparing Korean and Indonesian students. Effects of gender and educational level on students’ STEM career motivation were also examined. To test for differences, we used Rasch analysis, 3-way ANOVA, correlation analysis, and multiple group path analysis. STEM career motivation was found to be significantly affected by interactions between country, gender, and educational level. Overall, Indonesian students had more STEM career motivation than Korean students. Korean students showed larger gender differences in STEM career motivation than Indonesian students.