新世纪高校德育工作的崇高使命

新世纪知识经济快速发展,培养创新型人才是高校的根本任务,对德育工作提出了 更高要求。用“三个代表”重要思想武装当代大学生的头脑是德育的出发点和落脚点。必须加强党 建工作和精神文明建设,不断提高青年学生的道德水平。     

A Cognitive Learning Account of the Avoidance,Omission and Exaggerated Phenomena and Expressions in Young Adolescents’ Drawings of the Human Figure in the Visual Culture Art Education Context

It is common in the everyday art class to find many examples of avoidance, omission and exaggeration in young adolescents’ depictions of the human figure. When students depict sophisticated human images, they make every effort to avoid the difficult parts, and some students tend to exaggerate the size or distort the shape of the human image. Art educators see these types of behaviour and modes of expression as unnatural, and claim that they may hinder the development of the creativity of young adolescents. Relevant discussions in the literature from a psychological perspective are mainly concerned with the negative impact of such behaviour and modes of expression on the formation of young adolescents’ identities. However, in the context of popular visual culture, the findings of recent studies on young adolescents’ comic drawings have suggested that when young adolescents draw comic characters, they use their everyday life experiences in their drawings. This article reports on a five‐year qualitative longitudinal study conducted in a Hong Kong secondary school. The aim of the study was to deepen our understanding of this behaviour on the part of adolescents in art classes. The findings of the study confirmed the view that these aspects should be interpreted from a cognitive learning perspective. It is suggested that art educators reconsider these types of behaviour and modes of expression as a potential means for improving secondary students’ learning of the art of popular visual culture.     

Greek primary school children’s representations of the urban environment as seen through their drawings

In the present study, we explore aspects of Greek primary school children’s representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9–12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it to be. Drawings were analysed using pre-defined categories of urban sustainability and were statistically analysed using SPSS. Results revealed a serious gap in knowledge regarding energy and aspects of local development tied to sustainability in the current and future state of the children’s towns. Although the most popular characteristics in the children’s drawings were associated with the environment, the majority of children illustrated issues related to society. Evidence indicated an age-related progression of representations related to sustainability in the urban environment, at least concerning the topics of natural environment, infrastructure and the realization of problems caused by air pollution and municipal waste generation.     

数学问题解决中视觉空间表征研究的综述

数学问题解决中的视觉空间表征往往相对于言语分析表征而得到广泛的研究.根据视觉空间表征与成功解题之间的不同关系,视觉空间表征可分为图式表征与图像表征.视觉空间表征与言语分析表征相互作用的理论模型把两种表征看作是解题过程中互补的成分.视觉空间表征的影响因素可以归为两类:题目因素与个体因素.     

Continuous frequency and phase spectrograms： a study of their 2D and 3D capabilities and application to musical signal analysis

A new lighting and enlargement on phase spectrogram （PS） and frequency spectrogram （FS） is presented in this paper. These representations result from the coupling of power spectrogram and short time Fourier transform （STFT）. The main contribution is the construction of the 3D phase spectrogram （3DPS） and the 3D frequency spectrogram （3DFS）. These new tools allow such specific test signals as small slope linear chirp, phase jump case of musical signal analysis is reported. The main objective is to and small frequency jump to be analyzed. An application detect small frequency and phase variations in order to characterize each type of sound attack without losing the amplitude information given by power spectrogram     

External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction

This article investigates whether different formats of visualizing information result in different mental models constructed in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented tasks, and how these visualization effects can be modified by further external representations during task performance. A total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet (carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle (circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved the tasks without an external representation. The findings indicate that the form of visualization affects the structure of mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks based only on their mental representations acquired during their previous learning. However, these effects decrease, when further external representations are made available to the learners. The findings are discussed within a broader framework of learning with multiple external representations.     

Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history

Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent to which pupils verbally integrate textual and visual information differs for the four different tasks.     

以"三个代表"重要思想为指导努力创新高校党建工作

进入21世纪，高校党建工作面临着新形势新任务，遇到了新矛盾新问题。高校党务工作者要继承中国共产党永葆生机和活力的重要法宝-创新，在党建工作的观念、领域、方法、机制等方面进行创新，不断开创高校党建工作的新局面，为高校的健康、快速发展提供强有力的保证。     

Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration

This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur.     

Learning science with an interactive simulator: negotiating the practice-theory barrier

This article investigates how interactive representations can be used to enhance conceptual learning. It is a naturalistic study of 14 students in four groups aged 16–17 years working with an interactive simulator. The article is based on qualitative data to enable analyses of the students’ processes of conceptual learning as interactive sense-making, as discussions, verbalisation and use. The activities of the learners are studied in detail from a socio-constructive perspective with regard to how they relate previous knowledge and experiences to theory, investigating the progress of conceptual learning inspired by the notion of a coordination class (diSessa, A. A., &; Sherin, B. L. [1998]. What changes in conceptual change? International Journal of Science Education, 20(10), 1155–1191. doi:10.1080/0950069980201002). This process brings design issues related to conceptual learning to the fore. The study points towards a revised inquiry approach in which a digital representation can be used to negotiate a meeting point between theory, previous experience and knowledge, and be instrumental in conceptual sense-making.