试论导学群的思想理论基础

山西电大创立了导学群实践模型,并对导学群进行了深入的实践探索和广泛的理论探讨,初步形成了有关导学群的科学内涵、结构、功能以及运行机制等理论。通过结合孔子的教育思想、人本管理思想和系统理论来分析导学群实践模型,论证导学群的思想理论基础和理论发展方向。     

ISM-CMAP-Combine (ICMC) for hierarchical knowledge scenario in quality engineering education

Quality assurance in engineering education is a multifaceted problem further augmented by the stakeholders of engineering education. Students, parents and employers are rightfully questioning the quality of the curriculum, the instructional delivery, the learning environment, accessibility to learning technologies and equipment, employability as well as the possibilities of lifelong learning and the improvement of knowledge (Karapetrovic 2002 Karapetrovic, S. 2002. Why and how to develop a meaningful quality assurance system in engineering schools. Int. J. Engg. Educ, 18(3): 285–294. [Web of Science ®] [Google Scholar]). The purpose of the study is, therefore, to identify the parameters that influence the quality of an engineering education system and develop an integrated model of hierarchical structuring and a concept map for pre-identified concept elements through a process of iterative-interactive consensus-driven methodology, as advocated by second-generation system design paradigm for evolving knowledge scenario of concepts related to quality engineering education.     

云南壮侗语族语言地理分布探析

云南的壮侗语族以傣族为代表,具有明显的语言特点和地域特点。它是汉藏语系小的语言群体,属于特定汉藏语系的一个语族,按语言亲缘关系的远近又具有若干语支。这些语支体现了云南语言和文化的多样性。文章主要针对云南壮侗语族的各语支的分布状态进行梳理和分析。     

团体心理辅导在专业调剂生学习动机干预中的作用

目的探讨团体心理辅导对专业调剂生学习动机的干预效果。方法设置实验组、对照组大一专业调剂生各25名,对实验组进行8次为期8周的团体心理辅导,干预前后分别评估各组专业调剂生学习动机的2个维度。结果接受团体辅导后,实验组在后测中学习动机两个维度的分数显著高于前测,对照组在学习动机前后测的分数上没有显著差异。实验组、对照组后测分数上存在显著差异。结论团体心理辅导能有效提高专业调剂生的学习动机。     

Inter-religious feelings of Sunni and Alevi Muslim minorities: The role of religious commitment and host national identification

This paper examines inter-religious attitudes from the perspective of Muslim minorities living in Western Europe. We examine both Sunni and Alevi Muslims of Turkish origin living in Germany and the Netherlands, and focus on their global feelings towards multiple religious out-groups (Christians, Jews, Muslim out-group, and non-believers). We hypothesize that Sunnis would dislike religious out-groups more than Alevis, and that these group differences in religious out-group feelings can be explained by group differences in host national identification and the three B’s of religious commitment: belonging (religious identification), behaviour (religious practices), and belief (liberal values). Sunnis were found to be rather negative towards Alevis, and Alevis were even more negative towards Sunnis. Furthermore, as expected, Alevis had more positive feelings towards Christians, Jews and non-believers, and this was related to their stronger host national identification, lower religious group identification, lower involvement in religious practices, and stronger endorsement of liberal values. We conclude by pointing at the need to distinguish between subgroups of Muslims instead of treating them as a uniform collective.     

Help that hurts? Perceptions of intergroup assistance

The current research, guided theoretically by the Intergroup Helping as Status Relations Model, explored how high and low status groups (Israeli Jews and Israeli Arabs) perceive offers of help from the high to the low status group. Ninety-three Arab and Jewish participants were asked to imagine and evaluate offers of help from Jews to Arabs in Israel. Consistent with the hypothesis that members of high and low status groups would have different perspectives and goals in their relations, Israeli Arabs viewed help by Israeli Jews more as a way to reinforce existing hierarchy and as a way of asserting the higher groups’ domination. Recognizing the different orientations of members of high and low status groups to potentially conciliatory actions, such as helping behavior, can enhance understanding of the dynamics of intergroup relations and conflict and reveal factors that might fuel intergroup misunderstandings and tensions, which can represent a critical step to improving intergroup relations.     

基于GARCH模型的中体产业股票价格波动性实证研究

以1998年3月-2007年12月中体产业股份有限公司股票的2 535个日收盘价格指数为研究样本,运用GARCH模型对中体产业股票价格的波动性进行了实证研究,结果表明,中体产业股票价格的时间序列存在明显的非线性特征,1998年3月-2007年12月间出现两次大幅度的波动.股价收益率具有显著的波动集聚性,且表现出"尖峰、厚尾、非正态"的特征,在10%、5%、1%临界值水平下均存在显著的平稳性.GARCH(1,1)模型可较好拟合中体产业股票价格的波动变异性.股价收益率的波动具有较强的波动集聚性和持续性,且收益率当期方差冲击的79.86%在下期仍存在.从该模型的条件异方差看出中体产业股票价格的波动幅度较大,波动集聚现象较为持久.     

Affordances of using Multiple Videoed Events to construct a rich understanding of adult–child book readings

This paper explores the affordances of using video-based research to capture a multiplicity of events, along with multimodal representations when producing data related to adult–child book readings. In doing this we answer two questions: (1) why more than one event is needed when seeking a comprehensive collection of information for the purpose of analysis; and (2) why one mode of data production alone (e.g. audio recordings or note taking) is insufficient to record practice or interviews when richness is of priority. This research used three videoed events to produce data. These included videoing: (1) caregiver–child interactions during four shared book reading sessions, (2) interviews with caregivers immediately following each of the reading sessions and (3) video-stimulated discussions with caregivers within two months of the final shared book reading. In this paper, I contribute to discussions that highlight the affordances of using video-based research as a means of capturing the multimodal elements of an experience, which can contribute to the analysis and interpretation of data. I expand on this, however, to suggest that when coupled with a multiplicity of events, video-based research can be a means of pursuing richness via a method that has been criticized for its narrow subjectivity.     

Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education

It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups showed more positive and less negative group work behaviour compared to control groups, whilst controlling for several group characteristics. Results suggest that negative group work behaviour increased gradually during the whole task in control groups, while in SfA groups it increased only towards the end of the task. The findings indicate that cooperative learning may lead to improved group work behaviour of young pupils (6–7 years old).     

Being tolerated and minority well-being: The role of group identifications

In recent decades, a norm of tolerating group differences has been promoted by laypeople and leaders as a way to manage cultural and religious diversity. But whether such a policy is beneficial for the targets’ sense of group belonging and well-being is unknown. This research investigates how being tolerated differs from being discriminated against and being accepted in its associations with affective well-being and ethnic and national identification of ethnic minorities. We test whether being tolerated is related to well-being through its association with both group identifications. With a sample of ethnic minority group members in the Netherlands (N = 518) we found that being tolerated is related to higher well-being through increased national identification, but not as strongly as being accepted. Being tolerated is different from experiencing discrimination against and being accepted, and its relations to well-being and group belonging often fall between those of discrimination and acceptance. Toleration is associated with higher well-being, but only to the extent that its targets feel included in the overarching national category.