论毛泽东的学习观

学习是人类社会永恒的课题，毛泽东在领导中国革命和建设的伟大实践中，从实现党的历史使命的需要出发，就全党尤其是党的领导干部为何学、学什么以及如何学等问题，提出了许多光学思想，开成了他独具特色和富有现实指导意义的学习观。     

The Metamorphosis of Industrial Designers from Novices to Experts

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.     

Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning

The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance.     

从胡适散文识“学术小品”

胡适的“学术小品”中始终有一个鲜亮、活脱的“自我”。他以一贯的举重若轻的风度、“大众语”式的“言说方式”和不摆谱、不扯闲、不端任何架子的平和及一丝甜甜的幽默 ,成就了他独有风采的学术小品世界     

论兴趣与学习

章运用心理学原理,就如何提高学生的学习兴趣的问题进行了探讨。认为学生对所学科目兴趣的产生,教师是关键,而教师自身修养,外在形象,语言能力,教材,教法是是否激发学习兴趣的重要因素,努力提高教师素质是了得良好的教学效果的保证。     

A school-based intervention on elementary students’ school engagement

Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students’ cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect.Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent’s educational level. Findings provide valuable information for future research and educational practice.     

高校教师学术创业对科研产出的影响——基于倾向值匹配的反事实估计

高校教师学术创业对科研产出的影响一直是国内外争论的焦点。通过收集我国四所“双一流”大学教师学术创业的数据,运用倾向值匹配法探究高校教师学术创业与科研产出之间的因果关系。研究得出如下结论：高校教师参与学术创业后,科研产出数量不会发生变化,但科研产出质量会有所下降;不同学科教师学术创业对科研产出的影响效应存在异质性,工科类教师学术创业对科研产出数量和质量均无显著影响,而理科类教师学术创业对科研产出质量存在显著的负向影响。基于此,为了减少冲突,实现“研创”共生,建议建立“支撑保障”与“边界限制”并行的学术创业管理体制,并根据不同学科的特点进行分类管理。     

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention.     

The use of humour during a collaborative inquiry

Studies show that teachers and students use humour when communicating with each other in a science education context. This study investigates the use of humour during a collaborative inquiry laboratory task on an undergraduate chemistry course and an undergraduate physics course. Seven groups of students working on a collaborative inquiry task were recorded on video. The videos were analysed utilising an analytical framework based on conversation analysis. During the tasks, humour was used in a dynamic way and the role of humour changed as the inquiry progressed. As expected, humour was used to create a group identity and to regulate negative emotions such as anxiety, frustration, uncertainty, boredom and disappointment. Humour also had an integral role in collaborative decision-making, for example in proposing and evaluating new ideas. Awareness of how humour can contribute to the regulation of emotions and collaborative decision-making might help students and teachers to better utilise humour in inquiry and learning.