多媒体网络教学环境下大学英语课堂参与现状的调研

课堂教学是学校教育的主要途径,学生对课堂教学活动的积极参与是教育能够取得成效的前提.本文采取调查问卷、课堂观察和访谈的方法,调查多媒体网络教学环境下大学英语课堂教学中学生的参与情况,分析了影响课堂参与的主要因素.     

Social media effects on fostering online civic engagement and building citizen trust and trust in institutions

This paper tests the extent to which social media is shaping civic engagement initiatives to build trust among people and increase trust in their institutions, particularly the government, police and justice systems. A survey of 502 citizens showed that using social media for civic engagement has a significant positive impact on trust propensity and that this trust had led to an increase in trust towards institutions. Interestingly, while group incentives encouraged citizens to engage online for civic matters, it is civic publications through postings on social media that intensify the urge of citizens for civic action to address social issues. Post-hoc analysis via ten interviews with social activists was conducted to further examine their perceptions on trust towards institutions. The overall findings suggest that institutions, in their effort to promote a meaningful and trusting citizen engagement, need to enhance trust among the public by fostering social capital via online civic engagement and closing the public–police disengagement gap.     

提高高中化学实验教学有效性的研究

实验是高中化学学习与探究开展的最佳方式,同时也是提升学生动手能力、培养学生创新意识的最佳途径,但是当前高中化学实验课堂存在学生实验参与性不强、创新意识不足等问题.文章从问题入手阐述实验教学策略:优化实验设计提升学生实验参与性、问题引导提升学生实验创新意识、强化过程评估提升实验效率.     

School engagement and rights‐respecting schools

Disengagement in school is associated with behavioral problems and decreased academic achievement. In contrast, pupils who are engaged in school develop the academic and social efficacies that underlie successful adulthood. Moreover, engagement promotes educational resilience. This study examines pupils’ self‐reported level of engagement in schools that are explicitly respecting of children’s rights compared with pupils in traditional schools. The Young Students’ Engagement in School Scale was developed and used with 1289 9‐ to 11‐year‐olds from 18 schools, six of which had fully implemented the Hampshire Education Authority’s Rights Respect and Responsibility (RRR) Initiative. Factor analysis indicated four dimensions of engagement: rights‐respecting climate; interpersonal harmony; academic orientation; and participation. Pupils in RRR schools had higher scores on all but the academic dimension. The findings suggest the potential of rights‐respecting schools in promoting engagement and the potential utility of the measure in identifying areas in which pupils’ engagement may need intervention.