知识与核心素养视角下中法图形与几何比较研究——基于法国2018版与中国2011版义务教育课程标准

自2017年以来,"数学核心素养"成为教育界的核心语词和焦点论域,决定着学生在数学上的全面、可持续发展."图形与几何"不仅是数学的重要组成部分,也是学生进行认知的核心.以法国2018版和中国2011版义务教育数学课程标准为研究对象,首先对两国图形与几何领域知识内容的呈现形式以及知识广度、深度、难度的设定情况进行对比分析;其次基于内涵界定和知识分布两个层面探析两国图形与几何领域主要涉及的数学核心素养;最后结合中国义务教育数学课程标准实际给出启示:适当调整"测量"模块的比重,加强学生与他人有效的数学交流,贯彻算法与编程辅助几何学习.     

The Roles of Engagement at The Ohio State University Libraries: Thoughts from an Early Adopter

Changes in information and technology continue to test how librarians interact with and support patrons. Now, engaged librarians have the opportunity to immerse themselves in their user’s workflows and become partners in the research enterprise. Engagement represents a model of librarianship in which librarians are challenged to move from the traditional collection-centered model to an engaged-focused one. It requires new roles and tasks, as well as a deeper understanding of the academic setting. This article discusses working in a large research institution and articulates the engagement model.     

基于核心素养的课堂改革本质、困境与出路

基于核心素养的课堂改革在推进过程中,出现了远离核心素养的不良现象,这是因为相关课堂实践偏离了改革本质,找不准走出课堂困境的出路。要深入推进基于核心素养的课堂改革,需要把握其质量、理论与实践本质,针对还原论与组装式、概念化与灌装式、简单化与平面式的课堂改革,细化价值重塑、要素整合、创新样态和分层发展等措施。     

Health information practice: integrating,inspiring and innovating

The 2017 virtual issue of the Health Information and Libraries Journal (HILJ) is published to link to the 12th International Congress on Medical Librarianship and the 2017 EAHIL Workshop taking place in Dublin, Ireland on 12–16 June 2017. The conference title is Diversity in Practice: integrating, inspiring and innovative and it is exploring how health science librarianship, in all its diversity, is integrating, inspiring and innovating practice. These themes have been used to compile this virtual issue, which contains published articles selected from HILJ from the June 2014 issue through to September 2016. The virtual issue mirrors the format of a regular issue of HILJ, namely a review article, six original articles and our three regular features: ‘Dissertations into Practice’, ‘International Perspectives and Initiatives’ and ‘Teaching and Learning in Action’. All articles included in this virtual issue are available free online.     

江苏创新型城市的评价和政策设计研究

随着全球竞争的高端化,创新愈来愈成为提升国家和地区核心竞争力的关键。创建创新型城市不仅是建设创新型省份的重要突破口,也是建设创新型国家的主要立足点。作为能耗、碳排放大省的江苏,城市由资源驱动向创新驱动的转型尤为迫切,此时对创新型城市的概念、理论进行梳理,对江苏创新型城市的现状、特征、问题进行总结,对于把握创新型城市的内涵和发展规律,加速江苏创新型城市建设的步伐具有重要的意义。     

高校科研团队核心能力构建研究——以团队心智模型为中介变量

基于华南地区131个高校科研团队的调查数据,以团队心智模型为中介变量,探讨了团队过程对团队核心能力构建的影响机制。研究表明:团队过程对团队心智模型的一致性与准确性均有直接正向影响,并通过一致性与准确性对团队核心能力有间接正向影响;团队心智模型准确性对一致性有直接正向影响,并通过一致性对团队核心能力有间接正向影响;而团队过程与团队心智模型准确性对团队核心能力的直接影响效应均不显著。最后,结合理论与实践经验对实证结果进行分析,并指出管理启示与研究局限。     

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching.     

Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers

Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.     

大学新生核心素养研究

为服务大学新生全面发展,引导其尽快适应高校生活,随机抽取287所高校28860名大学新生为样本,采用自编问卷,调查了大学新生的核心素养现状（包括科学精神、实践创新、人格品质、学习能力、适应能力、文化素养6个因子）。结果发现,大部分学生的核心素养处在中等水平（67.4%）;男生的核心素养总体水平显高于女生,在科学精神、实践创新、学习能力、适应能力、文化素养等方面男生均显著高于女生;在人格品质方面,两者不具有显著性差异;不同专业的大学生的核心素养总体水平存在显著性差异;不同特质新生在专业方向选择上存在差异,如人文学科的新生文化素养基础较好,但实践创新能力较弱;选择社会科学的学生,普遍具有较好的科学精神、学习能力及文化素养,核心素养整体水平较好;医科学生整体上在人格品质、适应能力方面表现的较为突出;选择理工科专业的学生,并未在某一方面体现出显著的优势,在人格品质及学习能力方面还需要进一步的提升。上述成果对新生入学教育和专业适应具有一定的意义。     

Building Research Competencies in Canadian Academic Libraries: The CARL Librarians' Research Institute

This article overviews work by the Canadian Association of Research Libraries (CARL) to build the workforce competencies and capacity of academic librarians in respect of librarian research skills. CARL's Librarians' Research Institute (LRI) is reviewed and evaluated as a case study example of strategic and collaborative workforce capacity building. The CARL LRI offers a model for possible replication by others seeking to build workforce competencies and capacity through collaborative action.