Classroom,Home and Peer Environment Influences on Student Outcomes in Science and Mathematics: An analysis of systemic reform data

Using secondary analysis of a large database from a Statewide Systemic Initiative, we examined the effects of several types of environments on student outcomes. Over 3 years, nearly 7,000 students in 392 classes in 200 different schools responded to a questionnaire that assesses class, home, and peer environments as well as student attitudes. Students also completed an achievement measure that, developed by scientists, teachers, and science educators, was not aligned with any particular curriculum. Students were enrolled in middle‐school science and mathematics classes in schools that had participated in the Statewide Systemic Initiative. Rasch analyses allowed us to compare across student cohorts and across schools. Findings confirmed the importance of extending research on classroom learning environments to include the learning environments of the home and the peer group. Although all three environments accounted for statistically significant amounts of unique variance in student attitudes, only the class environment (defined in terms of the frequency of use of standards‐based teaching practices) accounted for statistically significant amounts of unique variance in student achievement scores. The findings are supported by other studies of systemic reform in the United States.     

Beyond direct neighbourhood effects: higher-order interactions improve modelling and predicting tree survival and growth

It is known that biotic interactions are the key to species coexistence and maintenance of species diversity. Traditional studies focus overwhelmingly on pairwise interactions between organisms, ignoring complex higher-order interactions (HOIs). In this study, we present a novel method of calculating individual-level HOIs for trees, and use this method to test the importance of size- and distance-dependent individual-level HOIs to tree performance in a 25-ha temperate forest dynamic plot. We found that full HOI-inclusive models improved our ability to model and predict the survival and growth of trees, providing empirical evidence that HOIs strongly influence tree performance in this temperate forest. Specifically, assessed HOIs mitigate the competitive direct effects of neighbours on survival and growth of focal trees. Our study lays a foundation for future investigations of the prevalence and relative importance of HOIs in global forests and their impact on species diversity.     

Children's views of collaborative learning

Collaborative learning is a widely used and popular strategy in many primary schools. In this article, the authors review the nature and purpose of collaborative learning and present a summary of how one small group of Year 5/6 children view its effectiveness.     

微观政治学视角下师生交往中力量的交互作用

师生交往相对于师生关系而言,更强调师生双方的主体性与平等性。文章从微观政治学视角认识师生交往,认为师生交往是建立师生关系秩序的活动,这些活动以主体双方的利益为基础。师生交往中所产生的力量交互作用对主体双方的影响具有不确定性与双向性。文章旨在通过分析师生交往中的力量交互作用机制,有针对性地提出减少师生冲突、构建和谐课堂的建议策略。     

直觉图像思维模式仍然有启发力——为〈物理学与哲学之间〉作序

充分肯定了新创的量子力学曲率解释的优点，赞扬改进后的“相互作用实在论”，解决了不可知论的疑难。重点强调直觉图像思维模式对于理解量子物理学和对于科学创造的启发性功能。并用多元主义方法论的观点分析几种典型的量子力学解释，表明它们各有独特的一面。     

交互关系视角下项目组合风险系统架构及其复杂性

研究从来源、产生范式和功能特征等三个维度扩展项目间交互关系分类体系,分析交互关系视角下项目组合风险的产生和变化,在此基础上构建基于逻辑维和认识维的项目组合风险系统架构模型,并对其系统复杂性展开讨论。     

英语演讲中预制语块功能探究

预制语块作为形式、语法、语义的统一体,具有特定语用功能,适用于交际语言教学。文章通过分析英语演讲的语言特征,提出英语演讲中常用预制语块主要为话语手段语块和社交互动语块。话语手段语块可用于组织演讲语篇,社交互动语块则用于与听众保持良好互动关系。掌握预制语块的语用功能知识能帮助演讲学习者准确、得体地使用英语与听众交流。     

喜马拉雅山区大气与环境综合观测研究支撑青藏高原地球系统科学发展

中国科学院珠穆朗玛大气与环境综合观测研究站（以下简称“珠峰站”）位于珠穆朗玛峰自然保护区核心区域,围绕我国青藏高原生态保护和生态文明高地建设及经济社会可持续发展的国家战略科技需求,致力于地球“第三极”复杂地形山地大气过程和环境变化研究。珠峰站以气候变化下青藏高原地-气相互作用过程研究为主线,开展了针对地表、大气、环境、冰川、生态和地球物理等过程的长期定位监测和野外科学观测试验;构建了珠峰地区多时空、多手段、高精度、多要素一体化地-气相互作用综合观测研究平台,显著提升了青藏高原特别是珠峰地区的气象观测能力。珠峰站是喜马拉雅山区地球系统科学研究的重要基地,为深入系统地开展青藏高原地球系统科学研究提供了基础数据,同时也为认识青藏高原在全球变化中的作用和对全球变化的响应提供了支撑平台。     

课堂提问组构有效价值取向的现代阐释

课堂提问历来是教学论的研究热点。从教学论的视域出发,我们看到提问作为一种有效教学的形式承担着课堂教学的重任,提问的好坏直接影响到课堂教学的质量。现今的课堂教学中大多呈现着一种"泛问题化、纯问答式"的现象,在搭建课堂提问层次性、程序性的通道中,缺乏科学性、艺术性的开发思维的问题链。课堂提问需根据教学和学生实际,精心设计、灵巧筑构,文本中的重难点和关键点要设置实、精、深、新的问题重锤夯实。只有这样,一堂好课才能由教师设置的一连串有价值的问题来实现。     

Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective

In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.