内涵语境下替换失效问题及其解决

解决内涵语境下替换失效问题的基本思路是：内涵语境下的语言表达式表达了某主体所持有的信念或愿望等心理内容，因此是带有主体标记的，它只能被带有相同主体标记的并且和它具有相同指称的表达式所替换才不会改变包含内涵语境在内的整个句子的真值，否则，真值发生改变。     

从“一语双文”到“双语双文”——也谈语文教育内容的架构

"一语双文"论在逻辑与方法层面存在问题。宜将"一语双文"发展成"双语双文",立足于交际来架构语文教育内容。如此,可构想出一系列语文概念和语文教育范畴,开辟语文教育研究的新天地;同时赋予语文教育以交际意识,显著提升其育人成效。     

不同类型下属情景下有效领导者综合素质的差异研究

研究不同类型下属状况下有效领导者综合素质的差异.采用非实验的实证研究方法,以下属状况为观测变量,领导者的综合素质为因变量,进行单因素方差分析和多重比较检验.研究发现不同类型下属状况下有效领导者综合素质存在差异,从而验证了对"基于情景的领导素质理论"的假设.     

Does physical attractiveness facilitate customer citizenship behaviors? Cross-cultural evidence from the peer-to-peer economy

As customer co-creation behaviors in the peer-to-peer (P2P) economy become an increasingly important part of the global economy, the study of its drivers is of great necessity. One of the important yet overlooked drivers is digital physical attractiveness. This research draws on impression formation theory to examine how physical attractiveness drives customer citizenship behaviors in the P2P economy. More importantly, the current study investigates the non-linear effect of digital physical attractiveness and how the physical attractiveness effect differs across cultures. Two studies are used to test the framework. Study 1 uses secondary data crawled from China’s largest P2P accommodation-sharing platform. Study 2 analyzes the survey data from 533 accommodation-sharing customers in China (n = 213), Hungary (n = 159), and the U.S. (n = 161). Results found an n-shaped (inverted U) physical attractiveness effect in Study 1 in China, but a U-shaped effect in the cross-cultural context. The U-shaped effect is only effective when customers score high on collectivism, low on power distance, or low on masculinity.     

Teachers' Conceptions of Education: A Practical Knowledge Perspective on 'Good' Teaching

Research on teachers' practical knowledge is considered to be an alternative to several other research approaches to teaching which study teaching from a limited point of view and from an outsider's perspective, often with the aim of exerting control over teachers. It is argued that research on teachers' practical knowledge takes into account in a better way what really matters in teaching because it emphasizes the knowledge and beliefs of teachers themselves about teaching. In this study, the issue of 'good' teaching is highlighted from a perspective on teaching based on teachers' practical knowledge. The conceptions of education of eight experienced teachers were investigated with a multi-methodical approach. Teachers' conceptions of education consist of their views on the objectives of education, the contents of the curriculum, and the role of the teacher and the students in the teaching and learning process. Several contextual factors and teachers' interpretations of these factors seem to exert influence on teachers' conceptions of education, such as the schools in which they work, the characteristics of the students and subjects they teach, and general developments in society. It is concluded that it is difficult to give a precise definition of good teaching from a practical knowledge perspective because of the personal and context-embeddedness of teachers' practical knowledge. However, the results indicate that research on teachers' practical knowledge adds new information to the discussion of good teaching when compared with the results of more traditional research approaches to teaching.     

Environmental and Individual Influences on Adolescents,Aspirations: A Moderation-Mediation Model

A moderation-mediation model was constructed to examine relationships among distal family contexts, children,s cognitive performance and cognitive attitudes, adolescents, proximal family and school settings, and adolescents, aspirations. The sample in the longitudinal study included 250 female and 250 male 16-year-olds and their parents from Adelaide, Australia. The findings from moderation-mediation investigations and from regression surface analyses indicated that (1) distal family contexts moderate the relations among children,s individual characteristics and adolescents, aspirations, (2) the associations between distal family contexts and adolescents, aspirations are mediated, in part, by the adolescents, perceptions of their parents, and teachers, educational capital, (3) there are different patterns for females and males in terms of relationships among distal family contexts, children,s individual characteristics, perceptions of proximal settings, and adolescents, aspirations and (4) there are family-context differences in the linear and curvilinear nature of the relations among individual characteristics, proximal settings, and adolescents, aspirations, that also vary between females and males in those family contexts.     

基于工作过程导向的多媒体课件开发

本文提出了运用多媒体和网页制作技术设计制作基于工作过程导向课程教学课件的基本原则,并以“2D机器人控制系统分析与设计”教学课件设计制作为例,具体阐述了多媒体和网页技术如何在其中发挥它特有的功能,针对各个功能给出具体的实例加以说明,为设计制作与“教学情境”配套的基于工作过程导向的多媒体课件提供了具体的制作过程。     

Psychometric Properties of the Caregiver Assessment of Movement Participation Scale for Screening Children with Development Coordination Disorders

Using Rasch analysis, the psychometric properties of a newly developed 35‐item parent‐proxy instrument, the Caregiver Assessment of Movement Participation (CAMP), designed to measure movement participation problems in children with Developmental Coordination Disorder, were examined. The CAMP was administered to 465 school children aged 5–10 years. Thirty of the 35 items were retained as they had acceptable infit and outfit statistics. Item separation (7.48) and child separation (3.16) were good; moreover, the CAMP had excellent reliability (Reliability Index for item = 0.98; Person = 0.91). Principal components analysis of item residuals confirmed the unidimensionality of the instrument. Based on category probability statistics, the original five‐point scale was collapsed into a four‐point scale. The item threshold calibration of the CAMP with the Movement Assessment Battery for Children Test was computed. The results indicated that a CAMP total score of 75 is the optimal cut‐off point for identifying children at risk of movement problems.     

关于Meta-sided Exchange环的几点注记

给出了meta-sided exchange环的性质;讨论了Morita系统环的meta-sided exchange性质和具有零化条件的meta-sided exchange环;证明了满足一定条件的meta-sided exchange环是环.     

Accessing resources for identity development by urban students and teachers: foregrounding context

Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students’ academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the “digital divide” by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths’ identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including, but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted culture as needed.