从“有真人而后有真知”看庄子对能知的考察

在庄子的哲学中,作为把握经验事物的知,由于认识对象的不稳定和道的抽象性使其面对相当的困境,守持和实践这样的知也导致了不合理的结果。如何走出知的困境,庄子提出了“有真人而后有真知”。通过真知克服知的困境,其实质也就是将认识的困境,转化为通过能知的提升来解决。由此凸显了认识活动中作为能知的人的能动性与具体性,有益于克服把能知理解为抽象的理性存在。     

Fresh thinking about academic development: authentic,transformative, disruptive?

We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal secondment of faculty to ADUs. We report our findings from a sector-wide survey of Scottish higher education institutions and a series of in-depth interviews with secondees and their managers in two Scottish universities. We recommend further investigations to identify new ways of enacting authentic, practice-based, transformative, and disruptive academic development.     

Assessment in higher education in the professions: action research as an authentic assessment task

The argument of this article is that assessment in higher education in the professions can benefit from quality assessment tasks linked to professional practice. Such an assessment task would need to be authentic requiring considerable intellectual skill as well as attending to the realities of professional demands. The idea of authentic assessment is developed by using five of Boud et al.'s propositions in higher educational assessment. This idea is illustrated by the use of action research in a teaching internship, that is, data driven learning in the workplace which also serves as an assessment task in the final year of a professional Bachelor degree. Some difficulties and some illustrative, positive student reactions are presented.     

大学英语后续课程改革实践与启示——以集美大学为例

近年来集美大学在大学英语教学改革方面付出了很大的努力,教师教学工作量大大减少;学生有了更大的英语学习主动性和自主权.但是同时出现了免修门槛低、学生英语水平下降、免修管理不到位等问题,针对这些问题,提出了相应的改革措施和启示.     

Improving teachers’ assessment literacy through professional development

This study examined the effects of professional development on teachers’ assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development workshops in authentic assessment. The participating teachers taught Year 4 and 5 English, science, and mathematics. The findings showed that the assessment literacy of teachers who were involved in ongoing, sustained professional development had increased significantly during the second year of study. These teachers had also gained a better understanding of authentic assessment.     

Information retrieval in the workplace: A comparison of professional search practices

Legal researchers, recruitment professionals, healthcare information professionals, and patent analysts all undertake work tasks where search forms a core part of their duties. In these instances, the search task is often complex and time-consuming and requires specialist expertise to identify relevant documents and insights within large domain-specific repositories and collections. Several studies have been made investigating the search practices of professionals such as these, but few have attempted to directly compare their professional practices and so it remains unclear to what extent insights and approaches from one domain can be applied to another. In this paper we describe the results of a survey of a purposive sample of 108 legal researchers, 64 recruitment professionals and 107 healthcare information professionals. Their responses are compared with results from a previous survey of 81 patent analysts. The survey investigated their search practices and preferences, the types of functionality they value, and their requirements for future information retrieval systems. The results reveal that these professions share many fundamental needs and face similar challenges. In particular a continuing preference to formulate queries as Boolean expressions, the need to manage, organise and re-use search strategies and results and an ambivalence toward the use of relevance ranking. The results stress the importance of recall and coverage for the healthcare and patent professionals, while precision and recency were more important to the legal and recruitment professionals. The results also highlight the need to ensure that search systems give confidence to the professional searcher and so trust, explainability and accountability remains a significant challenge when developing such systems. The findings suggest that translational research between the different areas could benefit professionals across domains.     

美国大学提供科学教师真实研究经历的课程模式及其启示

实施探究教学需要教师具有从事真实的科学研究的经历,理解科学的性质,能够将自己的研究经历转化为在中学实施的探究教学。美国大学提供在职教师和实习教师研究经历的课程模式有短期模式,师徒模式和探究的课程学习模式。我们能从中获得有益的借鉴。     

科研用户网络学术信息搜寻行为有限理性实验研究:基于任务情境分析视角

[目的/意义]网络学术信息资源在科研工作者科学研究过程中发挥着越来越重要的作用。通过对不同任务情境下科研用户网络信息搜寻过程中认知理性和行为特征、学术信息的评判标准和影响因素的研究,为科研用户信息行为的深入研究奠定基础。[方法/过程]运用发声思维研究方法,从不同任务情境视角对科研用户信息搜寻过程中网络学术信息评判与影响因素进行对比分析,在此基础上,讨论与分析科研用户网络学术信息搜寻行为理性与其根源。[结果/结论]在不同任务情境下科研用户网络学术信息资源的选择与评判是多侧面维度、多方面因素综合作用的结果,存在共性与差异;任务情境是科研用户心智模式塑造和网络学术信息意义建构过程中的关键条件变量;网络环境中的科研用户网络学术信息搜寻行为与搜寻过程是有限理性的,任务情境是有限理性行为的关键驱动因素。     

Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks

This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks.     

The Journey of Becoming a Mother

Nature intends that the physical and hormonal changes of pregnancy insure the growth and development not just of the baby but of the mother. The physical and emotional changes of pregnancy and, then, labor, birth, and breastfeeding play vital roles in guiding women on the journey of becoming a mother. Standard prenatal care and medicalized labor and birth interfere in powerful ways with nature''s plan and, consequently, women''s ability to negotiate this journey. In this column, these issues are explored, and implications for childbirth education are discussed.