浅淡职高生创新能力的培养

社会发展需要创新，教育要先行，职教培养生产者，培养创新型人才。本文从几方面略谈了职高生创新能力的培养：①培养学生观察事物，多角度思维的能力；②培养学生创新思维，创新意识；③培养学生搜集资料，掌握信患的能力；④培养学生实践，动手创新操作技能。     

浅谈数学教学中学生创新能力的培养

培养学生具有初步的“创新精神和实践能力”是义务教育阶段数学课程改革的一个重要目标,在数学教学中,通过对学生施以教育和影响,促使他们去认识数学领域的新发现、新思想、新方法等,掌握其一般规律,培养他们具有一定的数学能力,为将来成为创新型人才奠定数学基础。     

School Marks.

During a period of about 15 years after World War Two several attempts were made in Sweden to estimate the size of 'begåvningsreserven', i.e. the proportion of the population that did not reach the level of education they were intellectually capable to attain. The research activities engaged both psychologists and statisticians and the results were followed by a lively public discussion. The article concentrates on the methodological problems involved, which gave rise to rather unique contributions.     

用齐鲁文化引领大学生能力培养

齐鲁文化是中国优秀传统文化的重要组成部分，具有极其丰厚的思想内涵。在大学生素质教育中，应当有针对性地将齐鲁文化渗透其中，注重遵守规则能力、学习能力、适应能力、担当能力和爱的能力这五种能力的培养，以不断培养健康全面发展的优秀大学生。     

Developing mathematical ability in primary school through a ‘pull-out’ programme: a case study

This article reports the findings of a case study which examined a pull-out strategy for provision for mathematically able children in a primary school in London. The research investigated how the needs of a group of pupils, identified as able mathematicians, were being met through a special small group that works outside the regular mathematics lessons. Based on the observations of the lessons and the semi-structured interviews with both the pupils and their teacher, this article presents some interesting and useful ways for teaching mathematics to able children through small, pulled-out classes.     

Language factors associated with achievement grouping in math classrooms: a cross-sectional and longitudinal study

The study examines the effects of classroom achievement grouping (AG) practices on the early mathematics performance of language-minority students and compares their mathematics achievement to that of English-speaking majority students. Using a nationally representative database of the USA, both cross-sectional and longitudinal analyses were done. In the cross-sectional analyses we explored the direct effect of grouping practice on students performance, while in the longitudinal analysis we looked at the growth trajectory in mathematics learning. The results of cross-sectional analyses indicated that the effect of AG was negative on the math achievement in 1st and 5th graders. The longitudinal analysis showed a significant negative effect of AG for English Language Learners (ELL). The paper provides the basis for practical guidelines for the grouping practices in mathematics.     

OP-ED National testing in mathematics: One province's predicament

Ability grouping is a common practice in many mathematics classrooms. Its negative effects on students have been documented in research spanning two decades or more, and yet it is still widely implemented—in some countries even mandated. Using data from interviews with Australian students in the compulsory years of secondary schooling (14–16 year‐olds), and using the theoretical tools offered by Bourdieu, I argue that the objective practices of school mathematics create an environment through which students internalize the practices to develop a sense of self, a habitus. This habitus potentially is more or less empowering, depending on the experiences within these streamed settings.     

Reviews

This response to the comment of Abraham on Van Houtte’s study within the differentiation–polarization tradition discusses the difference between her quantitative study and the ethnographic tradition. The quantification of the polarization part of the theory—the anti‐school culture—makes it possible to merge the differentiation–polarization tradition with the research examining the consequences of educational stratification on students’ achievement. This is presented as the major contribution of Van Houtte’s research. In addition, the study strengthens the findings of the case‐study approach and consolidates the differentiation–polarization theory. The complementarity of both approaches—large‐scale multi‐site and case‐study—is stressed.     

School type and academic culture: evidence for the differentiation–polarization theory

Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into ‘anti‐school’ and ‘pro‐school’ cultures. Support for this differentiation–polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation–polarization theory. The findings suggest that the culture of pupils is less study‐oriented in technical/vocational schools than in general (grammar) schools. The differentiation–polarization theory also applies to school staffs: the staff culture is less academically‐oriented in technical/vocational schools than in general schools. Moreover, staffs' attitudes towards pupils—their judgements on the teachability of pupils and the trust they place in pupils—are different.     

太极拳对人体平衡能力影响的实证研究

运用文献资料法,实验法,数理统计法对50名女生进行太极拳训练对平衡能力的影响的研究,随机将50名学生分成实验组与对照组。研究结果表明：通过为期3个月的太极拳训练,实验组与对照组在闭目单脚站立的成绩上存在着高度显著性,在闭目踏步的成绩上存在着高度显著性。