关注教师的教育情感

作者对目前教师教育情感的失落作了简要描述,以期引起重视。     

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.     

Students' self-efficacy for science in different school systems

The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5–9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic self-efficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers.     

现行高校财务工作运行机制探索

高等学校的财务工作，应建立起与市场经济规律相适应的决策上的参与机制、发展上的服务机制和自身建设上的活动机制，全面履行财务职能，保障学校改革与发展的顺利进行。     

个人消费信贷发展中的问题及解决策略

近年来，随着个人消费信贷业务的快速发展，出现了一些值得关注的问题和不良倾向，消费信贷投向与国家消费信贷政策导向存在偏差；消费信贷的风险隐患日渐突出，部分贷款已成为不良资产；办理消费贷款的手续繁杂、环节多、收费标准过高等，这些问题亟待研究解决，以确保消费信贷业务的稳健发展。     

冬季如何提高室内体育课的质量

每当“千里冰封万里雪飘”之际，到处是一片白雪皑皑的世界时，室外已无法上体育课。如何上好高质量的室内体育课，是我们每位体育教师共同探讨的课题。 由于北方各地的冬季漫长（11月到1月），体育教师在制定教学计划和进度时，应根据当地气候环境和学校现有的条件等作周密的安排，合理的开展室内体育教学。室内体育课大致有：讲授体育与健康的基本知识，身体素质练习，运动技能及室内体育游戏的开展等。     

运用现代教育技术促进学生多元智能发展实践模式探究

当前风靡于世界的国际教育新理念——多元智能理论是一个较为完备的理论体系，该理论的内涵与我国目前正在倡导实施的素质教育有着密切的内在联系，是对素质教育的最好诠释。现代教育技术与多元智能发展之间也有着天然的、密切的关系，在促进多元智能发展方面具有多维多面的作用。积极探索运用现代教育技术促进多元智能发展的实践模式，它对于促进学生多元智能的发展，实施和推进素质教育具有直接的指导、整合和引领作用。     

Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers’ Understanding of Direct Current Circuits

The objective of this research is to investigate the effects of simulations based on conceptual change conditions (CCS) and traditional confirmatory simulations (TCS) on pre-service elementary school teachers’ understanding of direct current electric circuits. The data was collected from a sample consisting of 89 students; 48 students in the experimental group who were taught simulations based on CCS, and 41 students in control group who followed the TCS. Subjects in both groups used open source software (Qucs) to simulate electric circuits. All students were administered Electric Circuits Concepts Test (DIRECT), Science Process Skills Test, Physics Attitude Scale, and Computer Attitude Scale before the treatment. Pre-test analyses revealed that there is no significant difference between experimental and control groups in terms of understanding of direct current electricity. After completing 3 weeks treatment, all students received the DIRECT again as a post-test. Analysis of covariance was used. Science process skills and attitudes toward computers were taken as covariates. The results showed that the conceptual change based simulations caused significantly better acquisition of conceptual change of direct current electricity concepts than the confirmatory simulation. While science process skills and attitudes towards computer made significant contributions to the variations in achievement, gender differences and interactions between gender and treatment did not. Eleven weeks later, the DIRECT was reapplied to the students in both groups. Eleven weeks delayed post-test results showed that the experimental group outperformed the control group in understanding of direct current electric concepts.     

浅论明清徽州的宗族办学活动

明清时期微州教育非常发达，这是微州强大的宗族势力重视教育的结果。宗族主要靠兴办族塾、书院和文会等各种类型的学校培养子弟。此外，宗族还重视延聘名师，资助族内贫寒子弟。这些措施是明清时期徽州一府文化繁荣、经济发达的重要保证。     

"优惠政策"与"预留政策"——民族公平视域下的中、印高等教育招生政策比较

中国高等教育招生民族优惠政策和印度高等教育招生预留政策,体现了两国政府在追求高等教育民族公平方面所做出的积极努力。本文分析了两者所基于的不同历史传统和现实国情,论述和比较了它们的发展演变、主要特征以及当前面临的问题,着重指出中国高等教育招生民族优惠政策面临的核心问题是促进经济社会和教育发展的地区平衡,而印度高等教育招生预留政策面临的核心问题则是处理好不同利益集团之间的政治平衡。