论图书馆体制改革中的主体意识

我国出现了图书馆参与自身管理体制变革的新现象,这是我国图书馆主体意识觉醒的重要表现。图书馆主体意识必须以我国图书馆现时的实践探索为客观基础,同时树立起内容和形式并重的内容观和全面的效益观。     

数字化时代科技编辑活动初探

数字化时代只是科技信息传播手段的数字化,科技信息的内容没有随之变化,科技编辑仍然处在信息的源头,编辑对科技信息的把关作用仍不可或缺.数字化对编辑提出了更高的要求.     

ASERA: brief histor(y/ies)

This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.

Improving mathematics instruction through lesson study: a theoretical model and North American case

This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.

高校学报编辑人员心理健康探析

对河北高校学报编辑人员的社会调查显示,学报编辑人员的心理健康状况不容乐观。其常见心理障碍是:焦虑、抑郁、强迫,而要很好地解决这一问题,既需要编辑人员进行自我调适,也需要营造宽松和谐的工作环境,还需要建立良好的人际关系。     

Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom

This paper explores teachers' perspectives on the pedagogical resource of using students' first languages in the classroom. The authors implemented this action research case study within the context of a larger 15-week online, asynchronous, professional development course, where K-12 in-service public school teacher-participants were introduced to translanguaging and engaged in study and reflection on current practices and the benefits of including students' first languages in learning. This paper reports on the responses of seven representative teacher-participants from Hawai'i, USA, on their learning, with findings showing varied acceptance and resistance to encouraging and supporting their students' first language in the classroom.     

Building Pedagogical Content Knowledge within Professional Learning Communities: An approach to counteracting regional education inequality

Pedagogical Content Knowledge (PCK) and Professional Learning Community (PLC) are key notions to help understand teacher development for the benefit of student learning. Less understood is the contribution of PLC to PCK. This paper considers the Teaching and Research System in China to be a nationally institutionalised PLC for in-service teacher education. Building on quantitative analysis of a sample of 10,202 teachers, the paper concludes that participation in teaching and research activities within PLCs benefits teachers’ PCK. The paper also concludes that building PCK through the Teaching and Research System has potential to counteract regional education inequality.     

青年编辑继续教育培训创新探索与实践

【目的】 探索有效的科技期刊青年编辑继续教育培训措施和形式,更好地服务于青年编辑职业发展。【方法】 调研青年编辑培训需求,分析总结国内外继续教育培训形式,在此基础上探索适合青年编辑的继续教育培训,遴选跨科技期刊界、跨编辑界的教员队伍,融合青年编辑发展、科技期刊办刊实践、新媒体操作等内容。【结果】 通过问卷调查进行评估,跨界融合的继续教育培训形式得到参训学员认可,达到预期效果。【结论】 科技期刊编辑继续教育培训应系列化、持续化,可在此次培训基础上延续开展,帮助青年编辑构建知识体系。     

中文科技期刊约稿的策略、问题及举措 ——以《生物工程学报》为例

优质稿件是期刊生存和发展的基础,约稿是中文科技期刊争取优秀稿件的主要方式。通过梳理《生物工程学报》近10年来的约稿实践,总结约稿的策略,以期为编辑同人提供参考。本文结合作者约稿工作的实践和效果,列举并总结了约稿过程中经常遇到的问题,提出相应的解决对策;认为选择恰当的约稿主题、约稿对象,采取灵活多样的约稿方式,及时提醒约稿对象交稿等是成功约稿的关键。     

The Video Viewing Task: A source of information for assessing and addressing teacher understanding of text-based discussion

This paper reports on the Video Viewing Task (VVT), an assessment designed to measure teachers' developing understanding of two reading comprehension instruction approaches: Reciprocal Teaching (Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175) and Questioning the Author (Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association). The VVT consists of video excerpts that teachers view and comment on during their viewing. The VVT also includes a series of questions to guide teachers' reflections after viewing. Analyses of teachers' comments and reflections in response to the VVT provide evidence that the VVT captures teachers' entering conceptions and is sensitive to changes in teachers' developing understanding following professional development specific to the two instructional approaches.