Beliefs about teaching and uses of technology among pre‐service teachers

In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to examine the possible relationship between teachers' beliefs about teaching and uses of technology. Unlike past research on this issue, the results from this study show that belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology. However, a belief in traditional teaching is only significantly correlated (negatively) with constructivist use of technology. Implications for teaching training and future research are discussed.     

Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes

Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4‐year‐old children's early literacy skills and parental attitudes to reading prior to and following school entry. Parents were trained using a self‐instruction training DVD. The children's rhyme awareness, word reading, concepts about print and writing vocabulary were assessed before and after 6 weeks over the summer period and again after one term in school. Four illustrative case studies are presented, which reveal the differential impact of the interventions on the families who participated. Findings indicated that DR had a positive impact on children's enjoyment of reading, concepts about print, parent–child reading behaviours and parental attitudes to joint storybook reading. The children who experienced shared‐book reading during the intervention also demonstrated improvements in word reading. There were no changes in rhyme awareness or writing vocabulary for either group. Changes in print concept awareness were not maintained at follow‐up, but improvements in writing vocabulary and word reading scores were noted. The reasons for this are discussed with reference to the formal literacy instruction the children received during their first academic term.     

构建五年一贯制学前教育(双语幼教)人才培养模式的分析

近几年来,学前教育理念得到了广泛的推广并迅速被人们所接受,在此情况下教育行业对于学前教育人才的需求不断增加。然而由于学前教育概念在我国起步较晚发展不成熟,导致其在整体基础教育体系仍属于薄弱环节,其主要表现在幼教人才资源严重缺乏,以及相关教育人员专业化程度和整体素质水平也不高,不能满足我国学前教育事业的发展要求。就目前五年一贯制学前教育的发展情况来看,其凭借自身诸多优势成为培养学前教育人才的主流模式,文章以双语幼教为切入点对构建五年一贯制学前教育人才培养模式进行了深入的分析,以期为推动我国学前教育的健康发展,提供一定的参考作用。     

基于多项式数字基带自适应预失真技术的研究

由于自适应数字预失真具有稳定性好、适应能力强等优点,被广泛应用于实现功率放大器的线性化。而本文正是研究了基于多项式数字基带自适应预失真技术。首先,介绍了基于多项式数字基带自适应预失真技术;其次,分析了间接学习结构理论;最后,对OFDM信号进行了仿真实验。结果表明：预失真可以有效地抑制带外频谱以及补偿功放的非线性失真和记忆效应。     

Book review

This paper reports an evaluation of an innovative university–school partnership in which teacher practitioners work as university lecturers in a regional Australian pre‐service teacher education programme. The philosophy of this programme encompasses authentic partnerships between universities, schools and other industry employers. The study was motivated by an interest inunderstanding the experiences and outcomes for the teacher practitioners and in documenting their experiences. Staff members who are currently on contract as university lecturers as well as teachers who have completed secondments and returned to school settings are surveyed. This paper focuses on suggestions to improve the partnership and discusses future directions for the partnership.     

从皮亚杰认知—发展理论看物理概念教学

从从皮亚杰认知－发展理论，分析物理概念的教学过程，并阐述了学生物理前学科概念的三种类型的教学要点。     

The Politics of Standards and the Education of Teachers

A number of industrialized countries around the world are in the process of creating new directions for education, focused on elementary and secondary schools and the preparation of teachers in universities. Those directions, it has been suggested, will enhance not only the education of children and adolescents, but will lead to expansive improvements in people's social and economic well-being and will advance our technological capacities. Teacher educators and K-12 teachers are now in the midst of coming to grips with a new approach to the education of prospective and veteran teachers. While I am not sanguine about earlier attempts to improve the quality of teacher education programs, I also believe the current emphasis on national standards for P-12 teachers and university faculty in the United States and elsewhere must be challenged and critiqued. Standards Based Teacher Education (SBTE) relies on a set of ideas and commitments that needs to be both understood and critiqued. The SBTE process has approved sets of aligned external standards that encompass specific kinds of performances, outcomes and dispositions, and are linked to accreditation requirements. The process of teaching in this system is based on a technical-rational approach to teaching, and largely ignores social, political, and philosophical understandings. The present paper provides an analysis of SBTE and its shortcomings, as well as suggesting an alternative vision for the preparation of teachers.     

新文化格局下的大学生阅读与导读

新的化格局和化环境对大学生的阅读所产生的影响是不容忽视的。研究新化格局下的高校图书馆导读服务问题，有助于我们准确地把握读服务的发展趋势，自觉走出传统导读服务的思想藩蓠，勇敢地开拓服务的新领域。     

青少年田径运动员赛前状态调整的实践与思考

青少年田径运动员在比赛中要取得理想成绩除了需要具有良好的身体素质和技、战术水平外,其赛前状态的好坏也非常重要,因此青少年田径运动员赛前竞技状态调整得是否恰当,对运动员技战术水平的发挥具有重要意义。本文结合理论和多年的实践,对青少年田径运动员赛前竞技状态的调整做了积极的探索,试图为青少年田径课余训练水平的提高提供一定的借鉴。     

博罗与骆越的起源

古伯虑在岭南大地上留下了历史足迹,这主要表现在伯虑与博罗、浮罗、勾漏以及“蒌语”等方面。古伯虑人遗迹遍及广东、广西和越南,它们是先秦广东伯虑古国和骆越民族的历史遗迹。博罗、伯虑等隐含着骆越起源于伯虑国的历史信息。