关于专业发展学校研究的几个问题

当前教师/ 专业发展学校0研究中, 出现了几个有冲突的术语概念。深入的考察和清理表明, 术语/ 教学专业0或/ 教育专业0比/ 教师专业0更具合理性, / 教学专业化0包含了/ 教师专业化0; / 教师发展学校0则容易流于抽象而空洞的/ 教师发展0, 因而应该修正为/ 教师专业发展学校0,以回归/ 专业发展学校0并促进真正而具体化的/ 教师专业发展0; / 专业发展学校0的价值取向不是/ 教师为本0, 而是/ 学习需要定向0; 深化/ 专业发展学校0研究的思维方式, 需要超越/ 封闭割裂0而走向/ 开放整合0。     

Coherence in professional education: does it foster dedication and identification?

This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed.     

二元含铜类水滑石催化苯制苯酚反应的研究

采用共沉淀法制备二元含铜类水滑石,并用于苯直接氧化制苯酚反应的催化性能研究。结果表明,当适宜的反应条件为：反应温度65℃、反应时间6h、催化剂用量10mg、溶剂用量15mL、n（C6H6）：n（H2O2）=3：1时,CuA1-IDHs具有最强的催化活性,苯酚收率达3．5％,无副产物,经表征证明产物的存在。     

Beyond hard outcomes: ‘soft’ outcomes and engagement as student success

This paper questions current policy discourses that equate student success with hard outcomes like retention, completion and employment. It offers another view, one that uses ‘soft’ outcomes and student engagement literature to widen our understanding of student success. In the paper, we first draw on literature to explore student engagement, usually understood as a means to achieve success, and ‘soft’ outcomes as acceptable student outcomes, as success. We present possible indicators for these forms of success and a matrix of factors which influence such success. We then examine these ideas using data gathered from a project that investigated success as experienced by post-school foundation learners in Institutes of Technology and Polytechnics in Aotearoa/New Zealand. The findings suggest that the ideas have value. Finally, we identify some implications for teachers, arguing that, contrary to some current views, all four quadrants in the matrix are the business of teachers.     

基于邻接矩阵存储结构的二元关系的合成运算

关系的应用非常广泛.在数学领域对关系的研究主要集中在关系的性质上,很少有人研究关系的存储结构和算法.本文主要论述了二元关系的邻接矩阵存储结构和在此结构之上的关系的创建和合成运算.并利用C语言实现了该算法.最后分析了算法的复杂性.     

再现二段式对学习其他曲式的参考价值

再现二段式是曲式学习中较早接触的一种小型曲式,对于这种曲式的再现部分、中句和从属部分(即引子、连接、尾声)的认识和把握,将对以后学习其他曲式具有重要的参考作用。本文通过对再现二段式结构特点的介绍,同时结合实例,探讨其对于学习三段式、三部曲式、回旋曲式和奏鸣曲式的重要参考价值。     

二元氧化物酸碱性的模式识别研究

用化学键参数－模式识别化学计量学方法研究了二元氧化物的酸碱性，基于模糊关系建立的数学模型，考虑了影响酸碱性的多种因素，可用于酸碱的分类，预报和标度。     

《J·阿尔弗瑞德·普鲁弗洛克的情歌》中的二元对立

T. S.艾略特把极不符合传统情歌形式的内容放入他的《情歌》中,使文本内容和形式相悖,形成不和谐的二元对立;诗人借用二元对立的手法塑造了一个现代都市人的典型形象,深刻地反映了当时人们的心理状态：人格分裂以及内心冲动与行动延宕的二元对立.     

Limitations of levels, learning outcomes and qualifications as drivers towards a more knowledge-based society

National （and European） qualifications frameworks, the specification of learning outcomes and grand targets like the Lisbon goals of increasing the supply of graduates in Europe in order to achieve a more knowledge-based society are all predicated upon the idea of moving people through to higher and well-defmed levels of skills, knowledge and understanding. However, the work of researchers, from the UK＇s Teaching and Learning Research Programme （TLRP）, examining work-related learning from a number of perspectives, would suggest that the way to move towards a more knowledge-based society is for as many people as possible, whatever their supposed highest overall ＂level＂ of skills is, to believe that they should develop their skills, knowledge and competence in a number of ways unrelated to their current highest ＂level＂. This means rather than having an essentially binary conception of competence at the heart of the levels, it would be far more beneficial in inducing the frame of mind required of a knowledge-based society to have a developmental view of expertise. Such an approach can address three particular challenges that a ＂levels＂ approach f＇mds difficult to accommodate. First, there is the issue of transfer-there would be an expectation that graduates would be some way from ＂experienced worker standard＂ when they completed their initial training. Secondly, such an approach could provide the conditions in which a commitment to continuous improvement at work could flourish, as most people would believe that they needed to develop in a number of ways （at a range of ＂levels＂） in order to improve their performance. Thirdly, this approach of continuing to expect people to continue to develop a range of skills would offer some protection against the development of ＂skilled incompetence＂ （where organisations and individuals continue to focus upon what they do well without paying due regard to the future）.     

基于能力本位的高职课程学习成果真实性评价模式

真实性评价迎合了当代高职教育人才培养改革和发展的需要.真实性评价中的"真实",是要求在课程学习成果评价的任务、能力、产出、标准四个要素上同时体现真实性,是对高职能力本位教学实践的补充与衔接.通过与职场现实工作情境及评价操作的参照比对,构建高职课程真实性评价设计模型,按照评价设计过程分为六个环节:能力要求、评价任务、任务条件、学生成果、评分规则、评分情境,并在真实性评价体系设计中融入对评价信度和效度的考量,以期促进真实性评价在教学实践中的应用.