关于社区课程资源开发的个案研究

目前学校在社区课程资源开发中的主要问题：一是学校与社区缺乏有效的沟通结合;二是社区课程资源与学校课程缺乏有效的融合。因此,学校要有效地开发社区课程资源支持学校课程发展,其前提是建立起学校与社区的有效交往机制,其途径是建立起社区课程资源与学校课程的有效融合机制。     

Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students

This study explored the co-developmental trajectories of autonomy, competence and relatedness need satisfactions at school and their relations to mental health and academic functioning in Chinese elementary school students. An accelerated longitudinal design was used with a sample of three cohorts (grade 3, grade 4, and grade 5) (N = 1070, 45.8% female; M_age = 9.44, SD = 0.97) on four occasions at 6-month intervals. Parallel process latent class growth models revealed five heterogeneous patterns (i.e., Congruent-moderate; Congruent-high; Congruent-low; Congruent-decreasing; Low-autonomy, High-competence and relatedness), all of which significantly associated with time-varying mental health and academic functioning indicators. The findings highlight the importance of subgroup differences and possible cultural considerations in understanding the progression of psychological need satisfactions and the need for universal screening and dynamic monitoring of students’ psychological need satisfactions at school and implementing more sophisticated interventions tailored to the unique characteristics of the relevant subgroups to promote optimal mental health and learning.     

Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.     

Exploring elementary students’ perceptions of disabilities using children's literature

The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.     

对集团化学校管理组织结构变革的探讨

基础教育阶段的集团化学校从成型到整体优质，直至实现持续发展，必须积极应对管理挑战。学校高层管理者必须重视管理成长，保持竞争的警觉性。依据现代管理组织设计理念，根据集团化学校的发展程度，及时相应地调整管理结构与组织，实现集团化学校整体优质持续的发展。     

日本"五项原则"框架下的基础教育课程目标特点

在国际化、向终身教育体系过渡、多样化、信息化和重视人格化等教育改革“五项原则”指导下,日本基础教育课程目标呈现出重视提高学生基本素质、关注学生个性发展、着眼学生“生存能力”培养、强调培养学生良好道德、重视培养学生国际意识等特点。     

新课程标准与小学古诗教学

小学语文新课程标准的颁布和语文教学理论研究的发展,要求古诗教学体现其新理念和新方法,从具体感知、激活想象、触发情感等三方面入手,正确把握语文教学乃至古诗教学的特点.     

虚拟现实系统中人机交互感官机理研究

探讨人机交互机理中感知系统模型和行为系统模型的基本原理与特点，总结出深入研究人机交互机理是实现虚拟现实人机交互的基础。同时指出人机交互感官机理研究有待进一步加强的方面。     

用稳态近似法推导反应速度方程时应注意的一个问题

用稳态近似法推导反应的速度方程时,最后所导出的速度方程有时会出现由不不同数值而组成的系数。针对这个问题,本文指出了两种避免出现该问题的方法。     

最大公因式的初等变换求法

文中给出了求最大公因式的初等变换法,这对于求多个多项式的最大公因式比辗转相除法更为简便.