俞爽迷的图书馆学研究及其瑕疵

俞爽迷是对中国近代图书馆理论与实践作过较大贡献者之一,他的学术成果集中发表在1936年前后。在理论上,主要提出了图书馆的"三要素"、归纳了现代图书馆的性质及图书馆是重要的社会教育机构的思想,并创办了《厦大图书馆馆报》。在实践上主要是通过对厦门大学图书馆的管理体现出来的,他的先进的管理思想使厦门大学的图书馆工作发生了第二次飞跃。     

Do illustrations help or harm metacomprehension accuracy?

The present research examined the effect of illustrations on readers' metacomprehension accuracy for expository science text. In two experiments, students read non-illustrated texts, or the same texts illustrated with either conceptual or decorative images; were asked to judge how well they understood each text; and then took tests for each topic. Metacomprehension accuracy was computed as the intra-individual correlation between judgments and inference test performance. Results from both studies showed that the presence of decorative images can lead to poor metacomprehension accuracy. In the second study, an analysis of the cues that students reported using to make their judgments revealed that students who used comprehension-relevant cues showed more accurate metacomprehension. A self-explanation instruction did not alter either comprehension-relevant cue use or metacomprehension accuracy, although some advantages were seen when readers were prompted to self-explain from texts illustrated with conceptual images. These results suggest that students may need more explicit instruction or support to promote the use of valid cues when engaging in comprehension monitoring with illustrated text, and that seductive information such as decorative images may undermine comprehension monitoring.     

Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources

The learning analytics (LA) field seeks to analyze data about students’ interactions, and it has been applied in the development of tools for supporting both learning and teaching processes. Recent research has paid attention on how LA may benefit teachers in the creation of educational resources. However, most of the research on LA solutions is carried out to support teachers in analyzing students’ behavior data collected as they interact with virtual learning environments. While solutions to support teachers in different virtual learning and teaching contexts have become important, to date little research has been done on how LA solutions can help teachers to create and evaluate Open Educational Resources (OERs). This study aims at presenting the evaluation of a LA tool for supporting teachers in the creation and evaluation of accessible and quality OERs considering that both processes fall within the competences that teachers can acquire and strengthen by participating as authors (creation) and evaluators (evaluation) of OERs. The study was conducted with Colombian teachers and the results obtained highlight the positive effect the tool had on the teachers’ acquisition of the competences and the positive attitude they had toward using the tool.     

新形势下高校学生思想政治教育工作的思考

在新形势下,当代大学生的思想意识形态发生了巨大变化,我们要用发展的、辩证的观点,全面认识、了解和评价当代大学生的政治思想状况,积极开展有针对性的思想教育,使高校政治思想教育迈上一个新的台阶。     

体育学习能力内涵及构成分析

以哲学、逻辑学、教育学、心理学、社会学作为研究的理论基础，对体育学习能力的内涵、构成等问题进行了全面、深入地分析，并提出培养建议，旨在为学校体育的理论建设和实践发展服务。     

经济管理学科英文教学支持资源导航工具调研

本文报告了一项对国外经济管理学科教学支持资源导航工具进行的调研。在对这些教学支持类网站进行概述的基础上，本文选取了四个使用率高、影响大的核心网站进行了特点分析。     

Reflections on the Field: Aspirations of Learning Science and the Practical Logic of Instructional Enterprises

Over 100 years of learning and cognition research have had only modest cumulative impact on teaching, while many other practical domains such as agriculture have shown a steady growth in widely accepted, research-informed practices. Several reasons have been advanced for the painfully slow adoption of science-based instructional procedures. One important but not widely recognized obstacle is proposed here, namely, that the aims of fundamental learning and teaching research do not mesh well with the practical logic of schools. Basic learning research tends to focus on efficiency, i.e., how much can be learned from a given amount of effort or time but teaching efficiency is not a strong concern for schools. This is because they generally focus on global year-end results while the efforts required at the tactical lesson level are only loosely monitored. School administrators tend to reckon costs in terms of the number of engaged teachers and not in the difficulty of each teacher’s job. For these reasons, schools can be expected to have only nominal interests in science-informed, close management of tactical pedagogic units. Psychological work on labor saving possibilities, such as research-based instructive products, is more likely to be readily welcomed than improvements in lesson efficiency, especially in middle and high schools. Instructional enterprises in which the cost and the benefits of instruction are borne by the same agency, such as industrial training, are the most likely consumers of efficiency-related basic cognitive research.

信息技术教师终身学习之途径——行动研究

树立"终身学习"的现代教育理念是时代对于每位教师的要求。而作为信息的传递者的信息技术教师就更不可缺少这样的观念与思想。信息技术教师进行终身学习的方式很多,其中作为教学反思一种途径的行动研究是一种最为公开、正式、系统,最能够体现教师研究能力和态度的方式,直接影响到信息技术教师终身学习的效果。     

Children With Dyslexia: Not Necessarily at Risk for Elevated Internalizing Symptoms

The risk for internalizing disorders in children with learning disabilities is frequently debated in the research community and empirical responses are equivocal. For educators and clinicians, the frequent assumption is that children with dyslexia also have at least subtle emotional problems. In this study, school-age children with reading problems and their siblings (N=79) were referred for neuropsychological evaluation. As part of the assessment process, parents, teachers, and the child were asked to rate the child’s level of internalizing symptoms on several behavior rating scales. Results from analyses of the data, using both discrepancy and reading cut scores for diagnosis of dyslexia, suggest that children with dyslexia are not at elevated risk for behaviors related to anxiety, depression, and somatization. Additionally, children at the lowest end of the reading distribution were no more likely to have significant internalizing symptoms than children with less impaired reading.