课堂教学中学生科学素质的培养

文章探讨在课堂教学中，从引发科学兴趣、传授科学方法、培养科学品德、丰富科学知识、培养科学精神等方面培养学生科学素质，旨在引起广大教师对从小培养学生科学素质的关注。     

浅析高等学校在国家助学贷款中的责任范围

目前国家助学贷款实施过程中，存在着银行要求高等学校承担一定的连带责任而学校不愿承担的问题。究其原因，这是由于国家助学贷款中的几个主体——政府、银行、高校、学生之间的权利与责任界定不清晰所致。从高等学校的功能和权利义务对等两个角度对问题的成因进行分析，有助于廓清高等学校在国家助学贷款中的责任范围，并提出解决问题的政策建议。     

对广西高校体育专业学生篮球裁判员培养问题的探讨

广西高等学校篮球运动的快速发展,需要一支相匹配的裁判队伍,目前广西高校中的体育专业学生裁判人员较少,水平偏低,因此在高校体育专业学生中培养具有一定专业水平的学生等级裁判员,对推动广西高校篮球运动的正常开展,是非常必要的。在高校体育专业学生中进行篮球裁判的培养是一条发挥体育的多元功能,达到素质教育的行之有效的途径,它不仅能够在一定程度上解决因高校连年扩招,学校竞赛工作人力不足的问题,并且能够有效提高学生专业素质及组织、管理能力,从而达到提高学生的综合素质的目的。     

Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students

Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement indexes. Parents completed a questionnaire investigating their attitudes towards the school environment, their aspirations, expectations, encouragement and interest in their child’s education (adapted from scales constructed by Marjoribanks). They also responded to six open‐ended questions on their attitudes to achievement and to their (child’s) school. Multiple regression analyses revealed that parental expectations of their children’s educational level made the strongest unique prediction of high achievement followed by the length of time they had maintained their expectations. Limitations discussed include the disparity in meaning associated with the definition of school success and whether these results can be generalized to all students considering the biased sample (socio‐economic status).     

Signifying “students”, “teachers” and “mathematics”: a reading of a special issue

This paper examines a Special Issue of Educational Studies in Mathematics comprising research reports centred on Peircian semiotics in mathematics education, written by some of the major authors in the area. The paper is targeted at inspecting how subjectivity is understood, or implied, in those reports. It seeks to delineate how the conceptions of subjectivity suggested are defined as a result of their being a function of the domain within which the authors reflexively situate themselves. The paper first considers how such understandings shape concepts of mathematics, students and teachers. It then explores how the research domain is understood by the authors as suggested through their implied positioning in relation to teachers, teacher educators, researchers and other potential readers.

Preservice teachers’ perceptions of an ICT-rich learning environment: Development of an instrument

This article reports the development of an instrument to measure preservice teachers’ perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners’ Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.     

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*

In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.     

按收入比例偿还国家助学贷款的SWOT分析

澳大利亚高等教育贡献方案中确立的按收入比例还款计划由于保障了低收入者的利益、回收率高等特点而成为各国竞相效仿的对象。目前我国的国家助学贷款仍然主要采取定期定额还款的方式,按收入比例还款未被纳入正轨的贷款回收系统之中,使得按收入比例这种还款方式难以发挥自身的优势。     

论"以学生为本"的现代远程开放教育学籍管理

随着电大开放教育的不断深入，电大的办学规模迅速扩大，办学层次与类型呈现出多元化等新的发展趋势。学籍管理必须适应电大教育发展的趋势，通过积极推进学籍管理的制度创新；强化管理人员的“五个意识”，实现学籍管理工作的科学化、规范化、程序化和现代化。