Recovering the role of reasoning in moral education to address inequity and social justice

This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond adolescence in moral thinking is in two forms: (1) the gradual application of morality in broader adult contexts, and (2) the result of social discourse and progressive readjustments at the individual and societal level of views of the morality of societal practices. Postconventional moral reasoning is not a rarified stage of moral cognition, but an orientation and set of discourse skills potentially available to all normally developing adult moral reasoners.     

Fluid reasoning,working memory and planning ability in assessment of risk for mathematical difficulties

ABSTRACT

The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the complex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children’s mathematical problem-solving is discussed, in relation to assessment and teaching practices.     

浅谈数学概念教学中学生创新思维的培养

数学概念是数学教学中培养学生创新思维的重要环节 ,文章从概念的引入、形成、表达、巩固和实际运用等五方面浅谈在概念教学中优化学生的创新心理 ,培养学生创新思维和能力的具体运作。     

Socio-scientific reasoning and environmental literacy in a field-based ecology class

The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate. Many environmental education programs are situated in the field where students are immersed in their learning. These field-based activities are engaging but may lack opportunities for students to develop critical thinking and reasoning skills necessary to be environmentally literate. We suggest a socio-scientific issue (SSI) based teaching approach can increase epistemic engagement and lead to student gains in scientific and environmental literacy. This study describes how we modified an existing field-based ecology course, framing the learning around a local environmental socio-scientific issue. We used a convergent parallel mixed-methods approach to examine the changes in socio-scientific reasoning (SSR) over time for high school students in this course as a measure of scientific and environmental literacy. Results indicate that a focused SSI field-based environmental education curriculum can support development of socio-scientific reasoning and environmental literacy competencies among high school students.     

《日出》中“小东西”请求言语行为的转喻分析

以言语行为转喻理论为基础,从认知和语用结合的角度分析《日出》中＂小东西＂这一角色的请求言语行为的转喻现象以及会话中所体现的转喻思维中所涉及的认知和语用因素,同时期望为文学作品的研究提供一个新的切入点。     

Socio- and Psycholinguistic Considerations in Interactive Video Instruction for Limited English Proficient Students

No abstract available for this article.     

模糊神经网络在故障诊断中的模型与应用

对一种基于模糊神经网络的故障诊断方法进行了研究，探讨了模糊神经网络诊断模型和模糊算子选择。以柴油机示功图作为特征信号，构造了船舶主机故障诊断仿真系统，并给出了系统知识学习和模糊推理结果。     

基于证据推理的核心技术识别方法研究

通过对从美国专利商标局( The US Patent and Trademark Office,USPTO)网站中下载的某领域专利进行整理,得到初始统计数据。将USPTO专利子类作为技术节点,技术之间共现关系作为边,建立技术的共现网络,再利用复杂网络中的“k-核”分析方法对共现网络进行分析,进行技术筛选。提出技术识别的层次性评估指标,运用证据推理对筛选出的技术进行评估,选出核心技术。最后以激光切割技术为例,展示和验证了此方法。     

集体主义与个体主义道德文化的教育反思

集体主义与个体主义文化的概念是西方学者在20世纪70、80年代提出,最近十几年来备受争议.研究表明,这种差异实际上反映的是文化或外部环境要求的差异,而不是人类道德心理普遍的本质倾向.在儒家学说和亚洲价值观中同样有民主、权利等政治思想.对亚洲青少年关于权利和民主决策的推理研究表明,东西方青少年的道德推理并不存在显著文化差异,即使在中国文化内部,青少年的道德推理也不存在城乡差异.这表明,自主、权利和民主的概念来源于人类普遍的心理需求.