高校图书馆信息智库构建研究——以上海海事大学图书馆为例

论文分析了全球智库的发展概况,比较欧美智库与中国智库的不同特点,借鉴国际先进智库的发展经验,指出在信息化社会的大环境下,高校图书馆服务要适应时代的需求,保持竞争力,必须向信息智库进行转型.论文以上海海事大学图书馆为例,从定位原则、资源构建、服务构建、机制构建和影响力拓展等方面研究高校图书馆信息智库构建路径,以便提高高校图书馆的软实力.     

大学生理想信念教育的瓶颈及其突破口--基于上海E大学的实证研究

在价值多元化和处于社会转型期的当今,大学生理想信念呈现出新的特征,主要表现在思想层面上的信念认同和怀疑并存,生活层面上的奉献精神与趋利选择并存,以及教育层面上的主体单一性和“授受”脱节。如何做好理想与现实、教育者与学生间的接轨,是大学生理想信念教育面临的瓶颈,也是突破口和着力点。从主体参与层面引入全员育人的同时,也要整合教育资源,完善分层次教育的载体建设。     

Instrument adaptation in cross-cultural studies of students’ mathematics-related beliefs: learning from healthcare research

Much comparative research into education-related beliefs has exploited questionnaires developed in one culture for use in another. This has been particularly the case in mathematics education, the focus of this paper. In so doing, researchers have tended to assume that translation alone is sufficient to warrant a reliable and valid instrument for cross-cultural research, prompting concerns that a number of necessary equivalences are unlikely to have been addressed. In this paper, we consider the nature of these equivalences before examining the literature of a different field, healthcare research, to synthesise an approach to instrument adaptation that is pragmatic but rigorous. Finally, we demonstrate how this pragmatic approach, incorporating extensive cognitive interviews, enabled us to adapt and refine a mathematics-related beliefs questionnaire, developed in Flanders, for use with students aged 14–15 in England and Spain. Analyses indicate that the instrument so developed is multidimensional, reliable and cross-culturally valid. Some implications are discussed.     

Who are the future teachers in Turkey? Characteristics of entering student teachers

This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs.     

Competing priorities: Singaporean teachers’ perspectives on critical literacy

This paper explores a group of Singaporean English language teachers’ knowledge and beliefs about critical literacy as well as their perspectives on how best to teach literacy and critical literacy in Singapore schools. A face-to-face survey was conducted among 58 English language teachers by using open-ended questions. The survey covered various topics related to literacy instruction including text decoding, meaning construction, and critical analysis of texts. The participating teachers believed strongly that reading and writing are transactional and interactional practices. However, they were less certain in their beliefs about teaching critical literacy including the critical, analytical and evaluative aspects of text reading. Some teachers saw a conflict between using time on teaching critical literacy and preparing students to pass their exams. As critical literacy is not a requirement at exams, they found it difficult to justify using time teaching it. The results suggest that the teachers’ belief systems are strongly influenced by the broad macro-structure of the educational system in Singapore and their own educational experiences.     

Support teachers' beliefs about the academic achievement of students with special educational needs

José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development.     

Triangulation of language assessment modes: learning benefits and socio-cognitive prospects

An experimental design was adopted in the present study to cross-compare the effect of two formative assessments, namely peer assessment (PA) and teacher assessment (TA), with summative assessment (SA) on the improvement of language learners’ writing skill and self-efficacy. Writing excellence was operationalized by structural (grammar), lexical (word choice), and discoursal (cohesion and coherence) well-formedness. Furthermore, focused group interview was run to elicit the learners' attitudes and preferences toward type of assessment. Three cohorts of proficiency-matched language learners sat for a semester-long experimentation (20 sessions × 90 min = 30 h) and three testing sessions. The results revealed that PA group significantly improved in the writing skill, but TA and SA groups did not. Self-efficacy was not enhanced in any of the assessment groups under study. The interviews and follow-up member checkings indicated that the pupils did not have positive attitudes toward PA and preferred TA. Among the sources of this disfavor, they referred to misunderstanding, lack of knowledge or attention, tiredness, poor handwriting of the assesse, shyness, friendship bias, and even feeling not qualified enough to judge their peers’ tasks. Overall, then, the study reported a mismatch between the students’ actual performance and attitudinal beliefs under different assessment conditions, implying that (a) Iranian students are more inclined toward teacher-dominated pedagogies and (b) triangulation of assessment modes provides more reliable optimal results.     

通信机房UPS供电系统设计方案探讨

通过对通信机房UPS供电系统的设计方案进行的探讨,进而在UPS容量的确定、后备电池的配置、冗余方式的选择等方面提出了自己的观点。     

智能仿生技术研究新进展

智能仿生技术在我国的应用地位已经愈来愈重要.本文综述了智能仿生技术在生物医学领域、人工智能探索、新材料的开发、机械制造及化工领域等方面的新进展与前景.