论中小学教师信息素养的构建及其培养途径

在教育信息化背景下,加强和提高中小学教师信息素养是一项紧迫而重要的任务。进一步明确中小学教师信息素养的内涵,积极构建中小学教师信息素养的科学体系,通过有效途径和方法大力提高中小学教师的信息素养,对提升中小学教师队伍的整体素质,提高中小学教师实施素质教育的能力,促进中小学教师专业化发展具有重要意义。     

基于新会计准则体系的中职会计教育与教学问题研究

随着企业的发展,会计行业迎来了高速发展新局面,国家为了促进会计行业更好更快地发展,颁布了新会计准则体系。新会计准则体系的实施对中职会计教育与教学理念和内容产生巨大影响,为了让中职会计专业的学生能够更好地掌握会计方面的知识,本文就新会计准则体系进行了简单的解读,并详细地说明了其对中职会计教育与教学理念及内容的影响。     

The autistic spectrum. Characteristics,causes and practical issues

Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers’ professional development and promoting inclusive practices within secondary education schools.     

Effective civic education: an educational effectiveness model for explaining students' civic knowledge

In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001 Torney-Purta, J., Lehmann, R., Oswald, H. and Schulz, W. 2001. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen, Amsterdam, The Netherlands: IEA.  [Google Scholar]), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field.     

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.     

Fe^3＋、Cu^2＋掺杂TiO2光催化降解日落黄的研究

通过溶胶-凝胶法分别制备了掺杂Fe^3＋、Cu^2＋的TiO2.以日落黄为目标降解物,研究Fe^3＋、Cu^2＋掺杂TiO2为催化剂的紫外光催化反应,考察了金属离子的掺杂量、催化剂的加入量、光照时间、溶液pH值、溶液初始浓度对脱色率的影响.结果表明：Fe3＋掺杂对提高TiO2光催化活性的效果优于Cu^2＋掺杂.在Fe^3＋、Cu^2＋掺杂比为1.5%,Fe^3＋、Cu^2＋掺杂催化剂用量分别为0.04、0.1 g/L,紫外光催化降解2 h,pH为10,初始浓度为6 mg/L的日落黄100 mL的条件下,Fe^3＋、Cu^2＋掺杂的催化剂脱色率分别达92.14%、58.68%.     

Analysing teachers' operations when teaching students: what constitutes scientific theories?

ABSTRACT

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.     

Learning to engage: how positive attitudes about the news,media literacy,and video production contribute to adolescent civic engagement

Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study explores the relationship between civic engagement and the various multimedia instructional practices used in a high school video production course with a single-school convenience sample and an ethnically diverse population of students. Findings reveal that the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism. Media literacy attitudes and a range of in-classroom learning experiences with video production are also associated with civic engagement.     

Planning a competence-based curriculum: the case of four secondary schools in England

Despite the belief that schools tend to be resistant to change, it is possible to find secondary schools in the UK which are investing in the design of an innovative curriculum for their Year 7 (11-year-old students). This article focuses on four of these schools and discusses some of the challenges they face in planning and implementing their competence-based curricula (CBC). Such curricula tend to be based on the rationale that they better prepare all students for the constant changes of human knowledge and understanding. They develop transferable skills rather than subject-specific content, which are considered necessary requirements for learners as future productive members of society in the twenty-first century. Advocates of CBC argue that such curricula are more inclusive and emancipatory than traditional curricula, although this view is contested. Employing Bernstein's concepts of framing and classification of the curriculum, this article describes the challenges and constraints encountered by four schools which have endeavoured to develop a competence-based curriculum.     

Affect and acceptability: exploring teachers’ technology-related risk perceptions

Project-based learning in Web courses present challenges and opportunities that groups in conventional settings may not encounter. This study is based on five project-based learning activities that 17 graduate students in a Web-based educational telecommunications course developed and conducted over a semester. A qualitative investigation was conducted of two issues related to project-based learning activities in a Web-based course: characteristics of activities that enable students to meet learning objectives and strategies that student facilitators and student participants use to prepare and conduct the activities. Characteristics of project-based learning activities were identified as environments that students perceived as authentic or meaningful, collaborative work and communication via telecommunications, and activities that provided students with opportunities for both knowledge enhancement and skill building. Strategies of the students-as-facilitators were related to planning and conducting the activity for the participants. Strategies of the students-as-participants were related to carrying out the activities specified by the facilitators. La collaboration obtenue grâce à la simulation et au jeu de rôle à distance. Cet article identifie les caractéristiques de la simulation des jeux de rôle qui favorisent la collaboration dans l'enseignement à distance utilisant la méthodologie des études de cas nous avons étudié comment les étudiants ont collaboré dans un jeu de rôle simulé dans une classe de diplômés (graduates) en ayant recours à la vidéoconférence et au Web. Nous avons trouvé que la nature de l'activité elle-même, le rôle des acteurs de la simulation du jeu de rôle et l'infrastructure technologique ont aidé à créer un environnement favorable à un enseignement en collaboration. Cette étude contribue à la compréhension des éléments clé pour l'élaboration de cours donnés à distance, le contenue, les activités d'enseignement, les supports d'enseignement et le développement d'un sens de la communauté. Rollenspiele, Podiumsdiskussionen und Simulationen: Projektbasiertes Lernen in einem web-basierten

Kurs. Projektbasiertes Lernen in Webkursen beinhaltet Herausforderungen und Möglichkeiten, die konventionelle Lerngruppen eher nicht haben. Diese Studie beruht auf fünf projekt-basierten Lernaktivitäten, die 17 Graduierte in einem web-basierten Bildungstelekommunikationskurs während eines Semesters entwickelten und durchführten. Wir führten eine qualitative Untersuchung von zwei Vorhaben, die mit projekt-basierten Lernaktivitäten in einem web-basierten Kurs verbunden waren, durch, um herauszufinden, welche Merkmale Aktivitäten besitzen, die Studenten ermöglichen, Lernziele zu erreichen und welche Strategien die Studenten verwenden, um diese Aktivitäten vorzubereiten und durchzuführen. Merkmale von projektbasierten Lernaktivitäten wurden als Milieu festgestellt, das Studenten als authentisch oder bedeutungsvoll empfanden, als kooperative Arbeit und Auseinandersetzung via Telekommunikation, Tätigkeiten, die Studenten Möglichkeiten zu sowohl Wissensverbesserung als auch zu Fertigkeitszuwächsen lieferten. Strategien der “Studenten als facilitators" bezogen sich darauf, die Aktivitäten für die Teilnehmer zu planen und zu leiten. Die Strategien der “Studenten als Teilnehmer" waren darauf gerichtet, die ihnen vorgegebenen Tätigkeiten auszuführen.