有效提升职前教师教育技术能力的策略研究

分析职前教师教育技术能力培养过程中的问题和不足,提出了培养职前教师教育技术能力的建议和措施：确立培养标准,促进任职前后的衔接;加强“两个结合”,促进教育技术能力的全面提高;提高教师素质,提高授课质量,优化教学效果;依托培养《标准》,统一教学大纲,灵活组织教学内容;完善评价体系,促进能力培养。     

Teachers’ perspective on upward evaluation in basic education departments in Metro Manila

Evaluation is essential in assessing different areas of performance especially in educational institutions. Conversely, upward evaluation is emerging in the Philippine educational institutions. However, issues concerning upward evaluations hinder its regular implementation. This study ascertained the impact between and among instructional supervisory behavior, teachers’ trust to instructional supervisors, teachers’ emotional exhaustion, need to evaluate and teachers’ want to have an upward evaluation. This also found teachers’ viewpoint of a bottom-up design of evaluation. With 278 teacher respondents, the multi-aspect survey questionnaires were utilized. This study employed structural equation modelling. Path analysis was also conducted to examine simultaneous relationships and direct effect among latent variables at 0.05 level of significance. This study provides implications to implementation of evaluations in educational institutions.     

Computer self-efficacy of university faculty in Lebanon

Faculty use of technology is a critical issue in higher education; administrators and students are expecting faculty instruction to incorporate technology in classroom and distance education. Competition is demanding technologically proficient graduates for schools and colleges. Research indicates that computer self-efficacy (CSE) may be one determinant of who uses technology and who does not. A survey of education faculty at the Lebanese University in Beirut, Lebanon, conducted in 2006, revealed varying degrees of CSE; of 127 respondents, 14 had low levels of CSE; 68 were at a moderate level, and 45 self-evaluated themselves to have high CSE. Although other barriers may deter the implementation of technology in teaching, strategies and techniques for increasing CSE should be developed. For those with low CSE, special attention must be given to enhancing their levels of CSE.

杨辉三角中两类行列式的性质及计算

本文将扬辉三角置于矩阵中进行处理,给出了杨辉三角中两类行列式的性质以及计算结果,揭示了杨辉三角与行列式的关系。     

三角形中有关距离的极值问题

对等腰三角形,得到了到各顶点距离之和的最小值点必在底边的中线上;对一般的三角形,获到了到各顶点距离平方和的最小值点就是三角形的重心.在证明中,把初等几何,解析几何及微积分等方法,有机地结合起来了.     

高等院校物理专业教育技术应用的现状与对策研究

在对高等院校物理专业教育技术应用现状进行调查研究的基础上，指出目前高等院校物理专业教育技术存在资料陈旧，缺乏层次，应用中目的性差，软、硬件设施落后等问题，有针对性地对高校物理专业教育技术的应用和提高提出对策和建议。     

关于直角三角形一个猜想的研究

本通过对直角三角形边与整数的研究，提出了斜边为奇素数、直角边为整数时，三角形个数的问题，并运用2n 1=P和数列给出了证明。     

Capacity building to bridge data use and instructional improvement through evidence on student thinking

While schools and systems across the globe promote data-driven decision making, teachers often struggle to use data, especially from external assessments, to inform daily instruction. In this paper, we examine teacher capacity building for a less typical form of data use - evidence on student thinking. We draw on data from a longitudinal, in-depth qualitative study involving middle school math teachers who were engaged in an instructional improvement project. Findings show that data use occurred when evidence from student thinking was introduced as part of the instructional planning process. This shift was facilitated by an instructional coach whose capacity building efforts with teachers focused on coherence, specifically planning high quality instruction and using data effectively, while also meeting district pacing and unit planning goals. When teachers put new strategies into practice, feedback from formative assessment data allowed teachers to identify and address misconceptions in student thinking. Learning how to use data as part of instruction helped teachers build capacity to reflect on their own practice. Implications for theory, practice, and research are discussed.     

生活情境教学法用于小学数学教学的实践分析

生活处处有数学。无论是从新时期数学课程改革的要求来看,还是从教育教学理论分析或者小学生的全面发展来看,将生活情境教学法用于小学数学教学都具有重要意义。本文首先从数学学科的特点出发,简要分析生活情境教学法应用研究的必要性;然后从新课程标准、教育学理论依据、学生全面发展三个方面分析生活情境教学法用于小学数学教学实践的依据,进而探究相关的实践方法。