新课程下地理课堂教师教学有效性的调查研究

新一轮的课程改革正以令世人瞩目的迅猛之势在全国各地迅速展开,这使得课堂教学的有效开展向前迈出了可喜的一步.作为基础教育的一个重要领域,新课程下中学地理课堂教学的有效性越来越受到人们的关注.通过对地理课堂教师教学有效性的现状调研,可以为提高地理课堂教学有效性奠定基础,也可以为教育管理者进一步全面管理教学提供参考依据.     

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on‐site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on‐site training programmes, although they still preferred on‐site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non‐veteran teachers than in veteran teachers. Educational implications are discussed.     

The mediating role of consumer trust in an online merchant in predicting purchase intention

It is widely known in related literature that trust in a merchant reduces the perceived risk of an online transaction. However, there are theoretical reasons to postulate that the perceived risk acts as a barrier to consumer trust. Furthermore, existing studies suggest that trust is an important predictor of purchase intention. Thus, this research aims at investigating the mediating role of consumer trust in an online merchant in the relationships between components of perceived risk and purchase intention: (1) examining the total effect without mediation, and (2) examining the mediation effect. When we probed the total effect, the findings revealed that performance, psychological, financial, and online payment risks have a significant negative influence on purchase intention. On the other hand, an examination of the mediation effect indicated that trust in an online merchant completely mediates the effect of performance risk, but partially mediates that of the psychological risk. Given the mixture of unmediated as well as mediated effect of perceived risks on purchase intention, the paper concludes that efforts, made by online merchants, to lessen certain types of risk will first improve consumer trust, and then ultimately, increase consumer's intention to buy online.     

写在岁首

一台以“春之韵”为主题的“吉林广播电视大学师生文艺汇演”至今让我们难以忘怀。户外白雪皑皑，寒气袭人，可我们在这里感受的是春的气息，春的脚步。它让人深思，给人启迪，催人奋进。     

建设有中国特色的图书馆基础工作集中化服务

建设有中国特色的图书馆基础工作集中化服务查织耘（无锡教育学院）传统图书馆的分散、自给自足的小生产工作方式的弊病已日益为人们所感知。任务繁重、劳力不足、书刊涨价、经费拮据，使每个馆都不堪重负，颇具实力的馆也不例外。各馆很难腾出手来，集中精力搞图书馆的主...     

地方院校教学质量保障体系研究

一、影响地方院校教学质量的主要因素 （一）教育经费投入不足 由于扩招。生均教育经费实际在下降。我国教育经费的投入自1994年以来一直在2．5％左右徘徊,而且主要投资在中央部委院校,地方院校投入的经费仅占很小一部分。为了改变这一状况,各省市积极采取行动,加强教学基础设施建设,但扩招速度超过了经费投入速度,生均教育经费在不断下降。教育经费投入的不足已严重地制约着地方院校的改革、发展和质量的提高。     

药学核心期刊论文题名质量调查

对16种药学核心期刊论文题名进行了抽样分析,在449篇论文中有95篇存在题名问题,占21.2%.这些问题可以归纳为4类:1)题名与论文内容不符,偏离主题或夸大主题;2)研究三要素不全或不具体;3)用词、句型、标点不规范,或词序不合理,或使用了非公认通用的缩略词;4)题名冗长,不简练.初步归纳了编辑加工题名的方法.     

大学生体育科学意识的培养

本文对培养大学生体育科学意识的必要性和如何培养大学生的体育科学意识作了简要的论述。     

“Safe Harbor”: Evaluation of a professionalism case discussion intervention for the gross anatomy course

Medical professionalism is a multifaceted paradigm and is an essential component of medical education. Gross anatomy is a laboratory to teach professionalism, and promoting critical reflection in medical students is a prerequisite to furthering professionalism. The aim of this study was to determine if professionalism case discussions during a Gross Anatomy course improve students' reflections using a validated reflection instrument (12 items; five‐point Likert scale where 1 = Disagree, 2 = Disagree with reservation, 3 = Neutral, 4 = Agree with reservation, 5 = Agree). Four facilitated reflection sessions were aimed at fostering reflective capacity through reflection on elements of professionalism. Results did not show a significant change between pre‐and postintervention reflection scores (3.45 ± 0.61 vs. 3.48 ± 0.51; P = 0.82). Historical control students were found to have significantly higher reflection scores when compared with postintervention students (3.91 ± 0.53 vs. 3.48 ± 0.51; P < 0.001). However, the historical control students were found to have significantly higher professionalism scores (P = 0.001) as compared with the intervention students. Student satisfaction was high, with 25 of 28 (89.2%) students reporting that the sessions should be included as a component of future anatomy courses. While reflection scores were not significantly increased as a result of the intervention, students expressed appreciation for the opportunity to discuss professionalism issues related to the dissection of cadavers. Additionally, the intervention students had both lower professionalism scores and lower reflection scores, which supports the idea that highly professional students are more capable of reflecting on professionalism. Future studies should determine whether this case discussion intervention improves objective measures of professionalism. Anat Sci Educ 7: 191–198. © 2013 American Association of Anatomists.     

The relationship between university student learning outcomes and participation in social network services,social acceptance and attitude towards school life

Educators try to use social network services (SNSs) in their teaching because they are regarded as beneficial to student learning. However, little research to date has empirically investigated whether the use of an SNS increases university student learning outcomes. A total of 730 university students in the capital area of South Korea participated in the present study. Based on social learning theory, we developed a general structural model that included SNS participation (SP) as an exogenous variable and a range of endogenous variables: cognitive domain learning outcomes, affective domain learning outcomes, social domain learning outcomes, social acceptance (SA) and attitude towards university life (AT). The study results confirmed that the model adequately explained causal relationships between student learning outcomes and SA, AT and SP. SA was identified as a key variable because of its direct effect on learning outcomes. However, SP was considered more important because of its large indirect effects on all learning outcomes through both SA and AT.