中学英语课堂评分竞赛教学法实践的初步研究

在中学英语课堂评分竞赛教学法实践的基础上,分析其理论依据和实践中的利弊,探讨其实际操作的可能性和有效性。     

Phytate： impact on environment and human nutrition. A challenge for molecular breeding

Phytic acid (PA) is the primary storage compound of phosphorus in seeds accounting for up to 80% of the total seed phosphorus and contributing as much as 1.5% to the seed dry weight. The negatively charged phosphate in PA strongly binds to metallic cations of Ca, Fe, K, Mg, Mn and Zn making them insoluble and thus unavailable as nutritional factors. Phytate mainly accumulates in protein storage vacuoles as globoids, predominantly located in the aleurone layer (wheat, barley and rice) or in the embryo (maize). During germination, phytate is hydrolysed by endogenous phytase(s) and other phosphatases to release phosphate, inositol and micronutrients to support the emerging seedling. PA and its derivatives are also implicated in RNA export, DNA repair, signalling, endocytosis and cell vesicular trafficking. Our recent studies on purification of phytate globoids, their mineral composition and dephytinization by wheat phytase will be discussed. Biochemical data for purified and characterized phytases isolated from more than 23 plant species are presented, the dephosphorylation pathways of phytic acid by different classes of phytases are compared, and the application of phytase in food and feed is discussed. Project supported by the Danish Agency for Science, Technology and Innovation, Copenhagen, Denmark and HarvestPlus     

The Effect of Mixed‐Age Classes in Sweden

Mixed‐aged (MA) classes are a common phenomenon around the world. In Sweden, these types of classes increased rapidly during the 1980s and 1990s, despite the fact that existing empirical support for MA classes is weak. In this paper, the effect of attending an MA class during grades 4–6 on students' cognitive skills is estimated. Using a unique survey with information on students, parents, and teachers, it is possible to control for many factors that could otherwise bias the results. A negative effect on short‐run cognitive skills, as measured by grade 6 cognitive tests, was found. This effect is relatively large—almost 5 percentile points—and robust to a rigorous sensitivity analysis. On grade 9 credits the effect is still negative but smaller in size and not statistically significant.     

Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes

The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided.     

Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes

Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained.     

Are there additional benefits from being in small classes for more than one year?

Evidence from Project STAR has suggested a considerable advantage of being in small classes in early grades. However, the extra benefits of additional years in small classes have not been discussed in detail. The present study examined the additional effects of being in small classes for more than 1 year. We find that once previous grade achievement and small-class membership are controlled for, small-class effects are typically insignificant except in 1st grade. Findings from longitudinal analyses showed no independent effects of small classes in early grades. Again, the exception was the estimate in 1st-grade mathematics. Thus, there is little evidence about the accumulated benefits of additional years in small classes. If indeed being in small classes for only 1 year is sufficient in early grades, the evidence points to reducing class size in first grade.     

The socio‐emotional needs of children with dyslexia in different educational settings in Ireland

This paper reports on a four‐year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio‐emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings suggest that while the primary focus of attending such a placement is to attain greater levels of literacy, other gains such as increased positive socio‐emotional manifestations and confidence are also evident. Therefore, the emotional elements of learning must work in tandem with the academic elements in helping children with dyslexia access the curriculum in full. The roles of attribution, motivational and expectancy theories are explored and how a comprehensive understanding of these theories can help teachers explain and respond to the exhibited behaviours of children with reading difficulties.     

大学生隐性逃课现象的再思考

"隐性逃课"在大学课堂已成为一种普遍现象,究其原因很多,但授课教师对此有着不可推卸的责任,要减少此现象的发生,需从提高授课教师的教学水平、增强责任感和提升其人格魅力着手。     

建筑工程专业开设订单班——职教校企合作培养模式的新探索

本文结合当前高职院校争相开设企业订单班的教育现状展开分析。首先阐述了订单班培养模式构建的现实意义,包括它对于校企合作长效机制建立的意义,对于学校开放性办学的推动,以及促进教学实力的提高。其次,文章还分析了当前订单班培养模式存在的一些问题。最后,笔者提出了一些解决这些问题的新探索。