Towards a Participatory Multimedia Learning Model

The purpose of this paper is to present a participatory multimedia learning model that can be used in designing multimedia learning environments that support an active learning process and creative participation. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. The paper also elaborates on the results of an empirical study examining the effectiveness of student-generated illustrations. Finnish elementary school students (N = 187) learned about the human immune system by interacting with multimedia learning materials. Students performed better on a retention test when they generated their own illustrations by drawing and when explanations were presented as animations, compared to students who received only textual material or generated illustrations from images offered.     

道德情感教育中的"同情"与"移情"

“同情”和“移情”是两个既相联系又有区别的概念，对“同情”和“移情”的研究是道德情感研究发展的一条主线．本文分析了从“同情”到“移情”所代表的道德情感研究重心向认知的偏移对道德情感教育的理论和实践的发展所产生的影响．     

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.     

人工免疫原理在NIDS中的研究

分析了人工免疫系统的原理,简单建立了一种基于否定选择算法的网络入侵检测系统,引入了一种用于异常事件识别的r-字符块匹配规则,并对规则存在的漏洞进行了分析。     

语用模糊与动态语境

语言具有模糊性，语境呈动态性和可变性，人的认识过程存在差异性，言语交际是在一定语境中进行的信息传递的动态系统，是交际双方在意图和意义之间映射的互动过程。     

In pursuit of teacher quality in diversity: A study of the selection mechanisms of new secondary teacher education programmes in Taiwan

As the definition of teacher quality changes with time, the selection mechanism of students into teacher education programmes may also change accordingly. In Taiwan, before the 1994 teacher education reform, selection of pre-service students was based solely on academic achievement. Afterwards, the selection was delegated to individual teacher education programmes with varied missions for teacher education. This study examines the degree of diversity and selectivity of the selection mechanisms of these programmes. Data from 48 programmes, including institutional documents, telephone inquiries and governmental reports, were collected and analysed. The results show that the selection mechanisms of these programmes are diverse enough to reflect a variety of characteristics of teacher quality, and rigorous enough to ensure a certain level of quality. Related issues on teacher selection are further discussed.     

Changing thoughts,changing practice: examining the delivery of a group CBT-based intervention in a school setting

Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts.     

在线讨论中动态学习情绪和认知行为序列的关系研究

在线讨论作为在线学习的重要组成部分,其产生的文本数据可以反映学习者的认知水平、互动质量以及情绪状态。学习情绪影响认知行为,从而影响学习成效,研究学习情绪和认知行为之间的关系非常重要。文章基于Harris等人的情绪分类法和蔡今中的认知分类体系,使用内容分析法和滞后序列分析法研究学习者的动态学习情绪、认知行为序列模式以及学习情绪和认知行为之间的关系。研究表明:困惑情绪和消极情绪会转化为积极情绪,但是中性情绪不会转化为积极情绪;学习者倾向于呈现描述行为和推断或解释行为,且认知行为序列模式具有渐进性特征;描述行为会引发消极情绪,比较行为、推断或解释行为会引发积极情绪。教师可根据学习者的行为转换情况进行适当的指导和干预,以提升学习者的学习效果。     

中国民事鉴定人制度存在的不足及完善的建议

鉴定结论作为一种民事证据方法越来越受到人们的重视。鉴定结论是否科学与鉴定人密切相关。我国立法中设立了鉴定人制度。但在实践中，我国鉴定人制度存在着诸多的不足。通过对存在的缺陷做一浅要分析，在鉴定主体、鉴定人选任模式、鉴定人权利义务和适用规则等方面提出建议，以完善我国的鉴定人制度。     

A comparison of sentence-learning errors in children of different achievement levels

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.