社会民主进程中的学校重建——杜威教育思想中的一个核心主题

社会民主与学校重建的关系是杜威教育思想中的一个核心主题。工业革命以及随之引起的在科技、交通、政治、经济、文化等社会诸领域的全面变革,对美国民主构成了严峻挑战。从哲学高度,深入反思学校如何重建和变革,以在美国社会的民主进程中扮演更为积极、有为的角色,成为一个重大而紧迫的时代课题。杜威从教育的角度,重构了民主概念,主张学校应超越旧个人主义的狭隘性,通过主动作业培养未来公民的民主意识和社会精神。20世纪20年代前后,杜威的教育思想发生转向,对制度化教育在社会民主进程中的功能的有限性的认识更为清晰,但终其一生,杜威都未曾放弃对学校重建问题的关心。杜威有关民主和学校重建关系问题的思想十分深刻,超越了杰斐逊和贺拉斯·曼等前人,影响了克伯屈和拉格等社会改造主义教育家。在美国教育史中,杜威是一位继往开来的大师。     

On the Difference between Active Voice and Passive Voice

As a subcategory of "voice". one of the grammatical categories in English. "passive voice" shows its characteristic fcatures different from "active voice". From four aspects, this paper points out convincingly where the difference lies in     

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Research on the benefits of visual learning has relied primarily on lecture‐based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text‐based and image‐based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text‐based and image‐based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in‐class exercises. Students also rated the helpfulness and difficulty of the in‐class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image‐based exercises was significantly correlated with performance on examination questions associated with image‐based exercises (P < 0.001) and text‐based exercises (P < 0.01), while participation in text‐based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image‐based exercises were significantly less demanding, less hard and required less effort than text‐based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444–455. © 2017 American Association of Anatomists.     

光度分析的增效试剂应用进展

本文总结光度分析中的增效分析试剂的类型及其在光度分析的应用。     

运用全新观念改革课堂教学--谈谈如何构建英语活动课堂教学模式

我国的英语活动课程改革经过多年的探索，在理论方面提出了许多思想和观点，在实践方面积累了许多经验和教训。我们从客观角度结合学校学生实际情况对英语活动课程的理论和实践加以概括和总结，提出了英语活动课程改革的构想，并进行探索。     

植物的虫害反应与抗虫机制研究进展

本文从植物的次生代谢、补偿作用、诱导抗虫性和活性氧代谢等几个方面,综述了植物的虫害反应和抗逆性反应机制的新近研究进展.     

初探安乐死

现代医学条件下，“安乐死”问题已经越来越引起世人的关注。这一问题众疑云云，因为安乐死的诸环节无不关涉到种种道德问题，而且由于道德问题，在安乐死的立法问题上也疑云重重。     

Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner.     

学习被动语态应注意的几个问题

针对学生学习英语动词被动语态的困难,讨论了学习中应注意的几个问题.     

对“教师是主导,学生是主体”命题的多学科视角的审视

"教师是主导,学生是主体"这一说法在我国教育理论界和实践界流行甚广,然而,当把这一命题置于哲学的、教育学的、逻辑学的多学科视角的理性拷问后,不难发现这一看似科学的、进步的"教育公理"却存在着诸多的谬误。错误的教育理论必然误导教育实践的发展,要正确认识教师与学生在教学过程中的地位与作用,就必须祛弊归正。