从“积极政府”到“自制政府”:新时代现代大学治理中的政府画像

政府干预是影响现代大学治理的重要变量。作为一种干预形态,"积极政府"的定位源于特定的时代命题,其行动产生了预设的积极效用,有力推进了中国大学的现代化进程,但同时也带来了制度赶超、政策过剩、大学能力单一等消极效应。新时代的国家治理转型为政府善治大学提出了新愿景,面对如何营造有利于大学内涵式发展的外部环境、如何避免现代大学制度落地过程中的悬置、如何引导大学真正服务社会等挑战,政府应从"积极介入"走向"自我节制",通过规范介入的空间、减少介入的主体、变革介入的方式、降低介入的动力等策略描绘出理想的"自制政府"画像。     

The colloquial approach: An active learning technique

This paper addresses the very important problem of the effectiveness of teaching methodologies in fundamental engineering courses such as transport phenomena. An active learning strategy, termed the colloquial approach, is proposed in order to increase student involvement in the learning process. This methodology is a considerable departure from traditional methods that use solo lecturing. It is based on guided discussions, and it promotes student understanding of new concepts by directing the student to construct new ideas by building upon the current knowledge and by focusing on key cases that capture the essential aspects of new concepts. The colloquial approach motivates the student to participate in discussions, to develop detailed notes, and to design (or construct) his or her own explanation for a given problem. This paper discusses the main features of the colloquial approach within the framework of other current and previous techniques. Problem-solving strategies and the need for new textbooks and for future investigations based on the colloquial approach are also outlined.     

空间飞行对番茄种子和幼苗活性氧代谢的影响(英文)

测定了经空间飞行处理和地面存留的番茄种子（ESE、EBS）和幼苗中活性氧代谢的某些指标．结果表明，SES和EBS之间的活性氧代谢存在明显的差异．SES可溶性蛋白质含量和SOD活性高于EBS．SES及其幼苗表现出比EBS较强的代谢强度，在萌发的起始阶段尤其如此．SES幼苗中的SOD活性和SES活性高于EBS，而MDA含量和产生速率比EBS低得多．以上结果提示，SES中保卫酶系统活性的增加，对于促进种子吸胀和萌发阶段膜结构的修复，维持膜结构的完整性以致提高种子的活力可能具有重要的意义．     

英语学习者中介语非语法性错误的分析和思考

本文通过对二语习得高级阶段学习者书面语言错误的分析,试图说明(1)大部分问题句子并非母语干扰的结果; (2)避免语法错误不等于二语习得富有成效。文章强调,要真正习得一门外语,必须习得其语言形式所依赖的语境知识,必须经过大量有效的语言输入增强语感,变被动知识为主动知识,最终做到对语境知识的内化。     

ActiveX控件在Web应用程序中的应用

在Web应用程序中存取数据库，无论从界面上还是从速度上远比不上VB或C＋＋对数据库的存取。本文探讨利用VB5．0开发ActiveX控件，完成对ODBC数据源的读写，实现了在Web页面上也能像普通程序那样直接修改服务器数据库中的数据，使得Web页面上的数据修改变得直观简便。     

Non-linear improvement in generic problem-solving skills of university students: a longitudinal study

ABSTRACT

Problem solving has been characterized as one of the ‘employability skills’ due to the high demand for such abilities in a modern workplace. Most universities do not monitor progress of the generic problem-solving skills (PSS) of their students due to a lack of available assessment tools. We used previously reported 15-min tests to measure the generic PSS of students over the first three years of university. More than 600 students participated in this study, including 144 who wrote PSS tests in Year 1 and then again in Year 3 of their studies. Two versions of the PSS test were administered in September and December of both years. We observed a non-linear increase in PSS test scores with a significant growth during the first three months of Year 1, a similar increase over the next 21 months, then no change during the first three months of Year 3. Further studies are necessary to pinpoint the instructional techniques and situational factors facilitating the PSS development of students over the first three years of studies. Moreover, the plateau we observe in the third year indicates that proactive steps by universities and individual instructors are required to advance this important skill set in upper-year students.     

乙酰水杨酸水解反应速率及活化能测定的实验设计

有关反应速率及活化能的测定实验,一般采用过二硫酸铵和碘化钾反应或过氧化氢分解反应等实验.为了更密切联系学生专业学习的实际情况,拓宽学生的知识面和更新知识,设计了此实验,并在学生基础化学实验课中试做,取得了较满意的效果.     

Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses

This article introduces the recently adopted Guidelines for the Assessment and Instruction in Statistics Education (GAISE) and provides two examples of introductory statistics courses that have been redesigned to better align with these guidelines.     

Using Actuarial Exam Problems to Teach Probability

This article describes how practice problems for the actuarial examination in probability can be used to encourage active, collaborative learning.     

Helping them to help themselves? An evaluation of student-led tutorials in a higher education setting

This article delivers an evaluation of a pedagogical intervention implemented within a first-year undergraduate university module. The intervention, termed the student-led tutorial (SLT), is based on the concept of the tutorless tutorial and presents a platform for student learning which was designed to increase active learning prior to their participation in more traditional and tutor-led modes of university teaching. To evaluate the efficacy of this method, a mixed-methods approach to the data collection was undertaken. The sample for the study was drawn from students enrolled on a Sport Development degree programme at a university in the North West of England. The first component of this methodological approach entailed the repeat completion of a questionnaire by 62 first-year undergraduate students on two separate occasions. The questionnaire was administered in two phases: a baseline wave at the beginning of a core module and a secondary wave 16 weeks later. In addition to this, a focus group consisting of five students was conducted within two weeks of the second round of questionnaires to gain a more in-depth understanding of students’ experiences and perceptions of the SLT model. The findings demonstrate that SLTs hold the potential to facilitate active learning and aid comprehension and understanding. Students particularly value the social aspect of the SLTs, which enables extended peer-to-peer interaction. The data suggests that students develop a sense of responsibility for and ownership of their learning, yet for the SLT mechanism to be effective, all members of the group must buy-in to the concept. Where commitment and contributions to the group process are uneven and inequitable, resentment and discord within an SLT may be fomented.