发展性语文教学评价探析

发展性语文教学具有评价功能的发展性、评价内容的综合性、评价主体的多元性和评价方式的灵活性等特点.实施发展性语文教学评价应该定性评价与定量评价并举,更重视定性评价;终结性评价与形成性评价并重,更强调形成性评价;常模参照评价与个体内差异评价相结合,更注意强化个体内差异评价.     

Eating disorder prevention initiatives for athletes: A review

A substantial amount of evidence suggests that collegiate and elite athletes involved in weight-sensitive sports are at greater risk of developing eating disorders (EDs) than the general population. With the limited effectiveness of treatment for EDs, prevention of EDs has been broadly considered in the literature. The present paper reviewed the existing literature on ED prevention programmes for athletes in order to determine the current status of prevention programmes and recommend future directions. The available literature suggests that selective, primary interventions with multiple targets and an interactive multimodal approach appear most effective. Current challenges in the field, including lack of longitudinal research, hesitation by the sport community to be involved in ED research and poor cross-field communication and collaboration, are also explored. The lack of dissemination of evidence-based prevention programmes and the simultaneous promotion of prevention programmes that have not yet been empirically examined are also discussed. Based on these observations future directions are recommended.     

论学校体育发展趋势及体育教学改革

学校体育对我国人才素质的培养起着决定性的作用，在现代教育中占有举足轻重的地位．运用文献资料法、逻辑分析法及访谈法等研究方法，结合我国学校体育的现状，探讨了学校体育的发展趋势，提出了体育教学改革的具体措施．     

浙江省私营经济发展环境优化对策

近年来,浙江的私营经济不断壮大,但其发展环境还存在一些不足之处。全文对浙江省目前制约私营经济发展的法制环境、人才环境及社会化服务体系等的实际状况进行了分析,并在此基础上提出了优化私营经济发展环境的对策。     

构建高职教育教学质量评价监控体系的研究与思考

随着高等教育大众化步伐的加快,高等职业教育的人才培养质量已成为高等职业院校教学改革和发展的重点和关键所在。如何提高教育教学质量已经成为每一个高职教育教学管理者必须探索的主要内容。在杨凌职业技术学院构建教学质量评价、监控体系实践探索的基础上,提出高等职业教育要提高教育教学质量,实现可持续发展,必须围绕高职教育教学质量的培养目标,从系统论入手,按照"以人为本"的思想,从学生的"入口"到学生的"出口",从教师的"教"到学生的"学",全程、全方位的实施教育教学质量评价、监控工作,在此基础上,构建起以发展性教育教学评价理论为指导的新的高等职业教育教学质量评价监控体系。     

Mathematical Analysis of Energy Efficiency in IEEE 802.11 DCF

The standardized IEEE ,802. II distributed coordination function （ DCF） provides a contention-based distributed channel access mechanism for mobile stations to share the wireless medium. However, when stations are mobile or portable units, power consumption becomes a primary issue since terminals are usually battery driven. This paper proposes an analytical model that calculates the energy efficiency of both the basic and the RTS/CTS access mechanisms of the IEEE 802. II protocol. The model is validated with simulation results using NS-2 simulation package. The effects of the network size, the average packet length, the initial contention window and maximum backoff stages on the energy efficiency of both access mechanisms are also investigated. Results show that the basic scheme has low energy efficiency at large packet length and large network size, and depends strongly on the number of stations and the backoff procedure parameters. Conversely, the RTS/CTS mechanism provides higher energy efficiency when the network size is large, and is more robust to variations in the backoff procedure parameters.     

Academic socialization,parental educational expectations,and academic self‐efficacy among Latino adolescents

This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.     

Reflectors as online extraverts?

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.     

Differential recognition of children's cultural practices in middle primary literacy classrooms

This paper argues that teachers' recognition of children's cultural practices is an important positive step in helping socio‐economically disadvantaged children engage with school literacies. Based on 21 longitudinal case studies of children's literacy development over a 3‐year period, the authors demonstrate that when children's knowledges and practices assembled in home and community spheres are treated as valuable material for school learning, children are more likely to invest in the work of acquiring school literacies. However, they also show that while some children benefit greatly from being allowed to draw on their knowledge of popular culture, sports and the outdoors, other children's interests may be ignored or excluded. Some differences in teachers' valuing of home and community cultures appeared to relate to gender dimensions.     

Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD.