启发式与"学学半"的关系

启发式与“学学半”之间有着深厚的关系，一方面启发式是在“学学半”思想基础上发展而成的，另一方面“学学半”思想蕴含通过孔子启发式而得到历史的传扬。我国传统教育教学思想之精华——以人为本的主体观、发展观、民主平等观和“以学论教”的辨证观等无不直接导源于此。揭示二者关系。有助于我们认识中国教育思想的来龙去脉，克服当代教育理论中的形式主义、机械主义、教条主义以及缺乏民族特色等弊端，也有助于从根本上理清教育改革的思路，根治现实教学中注入式、家长作风等顽症。     

试论社会主义市场经济与人的全面发展

经济的发展、社会的进步、人的全面发展三在本质上是统一的，而人的解放具有最终的和根本性的意义。社会主义市场经济具有与资本主义不同的本质特征，它为人的全面发展创造了必要条件，形成了人的全面发展的客观需要和现实可能，这种需要和可能要由人去自觉认识，也要由人在建设、改革、发展社会主义市场经济的实践中自觉努力，把可能变为现实。     

关于外语学习的思考

面对我国外语教育教学中的“费时低效”问题以及缺乏高端外语人才的现状,分析了外语学习效率低下的客观原因,提出了改变现状应采取的有效措施;同时还指出了外语学习者的成功之路以及外语教师在外语学习中的重要作用。     

Student effort response to shifts in university admission policies

Policies which change the incentives students face are important levers for policymakers to improve learning. I study a statewide postsecondary admissions policy in North Carolina which introduces minimum admission standards for students wishing to attend college in-state. Regression discontinuity estimates show that high school students respond by increasing GPA and decreasing absences and suspensions, suggesting increased engagement. However, I find that the boost in GPA is driven by students substituting away from demanding coursework. Finally, I document stark heterogeneity of response across demographics, as minority and less affluent students have higher effort allocations but do not engage in strategic course-taking.     

Influence of caffeine on perception of effort,metabolism and exercise performance following a high-fat meal

Abstract

This study examined the effects of caffeine, co-ingested with a high fat meal, on perceptual and metabolic responses during incremental (Experiment 1) and endurance (Experiment 2) exercise performance. Trained participants performed three constant-load cycling tests at approximately 73% of maximal oxygen uptake ([Vdot]O_2max) for 30 min at 20°C (Experiment 1, n = 8) and to the limit of tolerance at 10°C (Experiment 2, n = 10). The 30 min constant-load exercise in Experiment 1 was followed by incremental exercise (15 W · min^?1) to fatigue. Four hours before the first test, the participants consumed a 90% carbohydrate meal (control trial); in the remaining two tests, the participants consumed a 90% fat meal with (fat + caffeine trial) and without (fat-only trial) caffeine. Caffeine and placebo were randomly assigned and ingested 1 h before exercise. In both experiments, ratings of perceived leg exertion were significantly lower during the fat + caffeine than fat-only trial (Experiment 1: P < 0.001; Experiment 2: P < 0.01). Ratings of perceived breathlessness were significantly lower in Experiment 1 (P < 0.01) and heart rate higher in Experiment 2 (P < 0.001) on the fat + caffeine than fat-only trial. In the two experiments, oxygen uptake, ventilation, blood [glucose], [lactate] and plasma [glycerol] were significantly higher on the fat + caffeine than fat-only trial. In Experiment 2, plasma [free fatty acids], blood [pyruvate] and the [lactate]:[pyruvate] ratio were significantly higher on the fat + caffeine than fat-only trial. Time to exhaustion during incremental exercise (Experiment 1: control: 4.9, s = 1.8 min; fat-only: 5.0, s = 2.2 min; fat + caffeine: 5.0, s = 2.2 min; P > 0.05) and constant-load exercise (Experiment 2: control: 116 (88 – 145) min; fat-only: 122 (96 – 144) min; fat + caffeine: 127 (107 – 176) min; P > 0.05) was not different between the fat-only and fat + caffeine trials. In conclusion, while a number of metabolic responses were increased during exercise after caffeine ingestion, perception of effort was reduced and this may be attributed to the direct stimulatory effect of caffeine on the central nervous system. However, this caffeine-induced reduction in effort perception did not improve exercise performance.     

Multivariate Relationships of Specific Impression Cues with Teacher Expectations and Dyadic Interactions in Elementary Physical Education Classes

Abstract

The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses.     

Analysis of and Testing in Common Fractions

Abstract

With the advent of the microcomputer, educators question whether computer software can incorporate vocabulary methodologies comparable with those traditionally used in the classroom and whether it can teach students the meanings of unfamiliar words. The purpose of this study was to assess the effectiveness of a computer software program in teaching a common list of unfamiliar words to 11th-grade students. The software was evaluated by comparing the program’s instructional approach, which incorporates definitional and contextual word knowledge with approaches that use definitional or contextual information only. The results of the study demonstrated that students who used a modified mixed approach, that is, one that provides sentence context, definitional or synonym clues, and optional word choices, learned more words than did students who received definitional information only. The findings also suggest that viable methods can be developed to assess the effectiveness of a vocabulary software program. Without on-going research to substantiate computer-assisted instruction applicability in the classroom, however, many educators will remain skeptical of its usefulness.     

The effect of the demand control and effort reward imbalance models on the academic burnout of Korean adolescents

The purpose of this study was to examine the effects of the Demand Control Model (DCM) and the Effort Reward Imbalance Model (ERIM) on academic burnout for Korean students. Specifically, this study identified the effects of the predictor variables based on DCM and ERIM (i.e., demand, control, effort, reward, Demand Control Ratio, Effort Reward Ratio) on academic burnout. Participants were 1,530 elementary, middle, and high school students and multivariate multiple regression analysis was used. Results indicated that the variables of ERIM (i.e., effort, reward, Effort Reward Ratio) were more influential predictors than the variables of the DCM (i.e., demand, control, Demand Control Ratio). Implications and limitations are discussed.     

Exploring students’ reflective thinking practice,deep processing strategies,effort, and achievement goal orientations

Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students’ academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in particular, deep processing strategies, effort, mastery and performance‐approach goals, reflection, and critical thinking. We used causal modelling procedures to explore the direct and mediating effects of these theoretical orientations on students’ academic achievement and learning. Second‐ and third‐year undergraduates (n = 347; 151 women and 196 men) completed a number of inventories (e.g., the Reflective Thinking Questionnaire). LISREL 8.72 indicated an a posteriori model with direct effects of reflection and critical thinking on academic achievement and learning. Performance‐approach goals exerted a negative effect on academic achievement. Both mastery and performance‐approach goals also directed affected reflection, whereas deep processing strategies were directly affected by mastery goals and effort. Importantly, both reflection and effort were found to act as potent mediators. A one‐way MANOVA revealed no statistical difference between men and women in this theoretical framework.     

砥砺前行实现科技期刊强国梦

为了探索中国特色科技期刊办刊之路,实现“科技期刊强国梦”,我们重温办刊初心,剖析近年来影响科技期刊健康发展的流行论调,如“唯SCI论”“中文期刊垃圾论”“唯指标论”和“借船出海”,提出了把“论文发表在祖国期刊上”“建设中英文期刊并举的科技期刊金字塔”“造船出海”“建立中国特色的期刊评价体系”“打造又红又专的办刊队伍”等圆梦对策。