理科教学中板书设计与实施

为有效发挥板书在理科教学中的作用，教师对课堂教学内容的选择和时间的控制是教学思想和能力的体现。本文探讨了关于板书设计和实施过程的有关问题，提出了板书内容取舍、版面安排、笔划运行和节奏控制等方面的建议。     

Studying Career Science Teachers' Personal Histories: A Methodology for Understanding Intrinsic Reasons for Career Choice and Retention

Career choice and retention of nineteen secondary science education graduates were studied using a biographical approach. Autobiographical papers written as preservice teachers and rewritten as career teachers were compared for intrinsic reasons for vocational choice. Comparisons were made between early vocation teachers and those who chose science teaching later in their higher education studies. Participants beginning college as science education majors wanted to teach for student learning and to shape their students' lives. Participants beginning college as science majors wanted to continue learning science while also enhancing their students' science literacy. Ten participants' data from both groups showed great similarities in self as teacher across autobiographical papers. Teaching for impact on students appeared to support retention in this study. Implications for development and potential retention of future science teachers are discussed.     

孤立与不结盟、盟友与敌人、竞争与合作——解析建构主义视角下的外交政策取向

从建构主义的角度分析无政府状态下一国外交政策应有三种不同取向。国家行为体的自我利益需求使该国在其特定文化观念中形成孤立与不结盟的外交倾向；国家行为体基于不同的认知形成不同的认知共同体，从而出现盟友与敌人的不同外交政策；国家行为体在认知上的超越及“属有性”个体差异则建构了合作与竞争的外交政策。这些不同的外交政策实际上是国家利益需求在一定时期的一种选择。     

A person‐in‐context approach to student engagement in science: Examining learning activities and choice

Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the multidimensionality and contextual specificity of student engagement in science. In a unique application of person‐oriented analysis of experience sampling data, we employ cluster analysis to identify six distinct momentary engagement profiles representing different combinations of the behavioral, cognitive, and affective dimensions of student engagement in high school science classrooms. Students spend a majority of their classroom time in one of several engagement profiles characterized by high engagement on one dimension, but low levels on the others. Students exhibited low engagement across all three dimensions of engagement in about 22% of our observations. Full engagement, or high levels across all three dimensions, is the least frequent profile, occurring in only 11% of the observations. Students’ momentary engagement profiles are related in meaningful ways to both the learning activity in which students are engaged and the types of choices they are afforded. Laboratory activities provided especially polarized engagement experiences, producing full engagement, universally low engagement, and pleasurable engagement in which students are affectively engaged but are not engaged cognitively or behaviorally. Student choice is generally associated with more optimal engagement profiles and the specific type of choice matters in important ways. Choices about how to frame the learning activity have the most positive effects relative to other types of choices, such as choosing whom to work with or how much time to take. Results are discussed in terms of implications for practice and the utility of the methodological approach for evaluating the complexities of student engagement in science classrooms. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 88: 19–43, 2018     

远程教育教学媒体选择的程序操作论

远程教育媒体选择的程序教学过程中,一个完整的、巧妙的、高效的程序教学过程,必须使得学习者从头至尾,在每个阶段或环节、步骤当中,处于一种积极地观察、学习的状态。本文认为,远程教育的教学媒体选择程序操作可分为直线式、复线式、支线式、交线式、曲线式、虚线式六种操作模式,较之传统的课堂教学,远程教育更加有赖于程序教学法,只有不断运用程序教学原则,鼓励教师和学习者在远程教育的媒体教学活动中,程序"步步选",任务"步步清",知识"步步得",大脑"步步通",才能真正降低远程教育的教学难度,提高远程教育的媒体教学效益。     

Do flexible admission systems affect student enrollment? Evidence from UK universities

We reveal the current level of flexible admission systems (FAS) at UK universities, and explore its impact on student enrollment rates. We employ quantitative analysis techniques for data collected and customized from the Higher Education Statistics Agency (HESA) in the UK, during the period 2010–2015. To understand the impact of FAS on student enrollment, six statistical tests were conducted. Based on the level of FAS adopted by universities, we identified four groups of UK universities: very low, low, medium, and high levels of FAS. No robust evidence exists to support claims that universities which apply a higher level of FAS have higher student enrollment. The study results were based only on secondary data collected from HESA, so future studies should be based on other types of data. This paper attempts to cover the missing elements of previous literature and its traditional research techniques.     

The impact of community college attendance on baccalaureate attainment

Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education.     

论我国个人所得税的起征点

个人所得税是调节收入分配的直接手段, 对经济生活具有重要作用.新修订的《中华人民共和国个人所得税法》(下简称"个人所得税法")已于2006年1月1日正式施行,并将我国个人所得税的起征点由原来的800元提高到1600元.但是,此次修改后施行的新个人所得税起征点,在实体法方面仍有悖于国民待遇原则,而且在程序法方面也存在着瑕疵,未充分体现全民意识.因此,应当鉴于我国现实国情,在此基础上继续提高我国个人所得税的起征点,进一步完善我国的个人所得税相关法律制度.     

政治学:从古典主义到新古典主义

在政治学发展的系谱上,既有革命性反叛也有连续性继承。古典主义政治学所确立的政治学传统是整体主义视野下的制度中心论以及制度与价值的合一性;作为反叛政治学传统的行为主义和理性选择主义则是个体主义视野下的行为科学;而以制度为中心的新制度主义则兼具整体主义和个体主义特征,从而为整合政治学提供了可能并是通向新古典主义政治学的桥梁。新古典主义政治学包括制度中心论、政治科学与政治哲学的统一性以及整体主义与个体主义的统一性。