Epistemic Foundation for Teaching Critical Thinking in Group Discussion

I argue for a view of critical thinking and learning as a fallibilistic epistemic process of inquiry and evaluation, which is grounded in human fallibility. I show how this plausible view is different from other views, in that it is predicated not only on individual thinking alone but also on group thinking as it affects the individual in the context of a group discussion. The individualistic rational view of critical thinking only specifies the process or method that one may individually use to evaluate beliefs or the evidence that one brings to bear on one's doxastic attitude or judgment. This view does not specify the nature and scope of evidence that one may need to evaluate. I argue that evaluating a belief in the context of having a substantial amount of available evidence in a social group is important for determining whether one thinks critically. There is epistemic advantage in evaluating a broad scope of available evidence in a group discussion, which does not exist otherwise. I assume that group discussion is a pedagogical tool, which under the right social conditions, is likely to bring about learning and the acquisition of critical thinking abilities. The right social conditions for group discussion can optimize reasonableness by a process which involves cognitive division of labor and epistemic prudence. An individual can evaluate on his or her own only a limited amount of evidence; sometimes we may need to rely on the evidence that others have already evaluated which they may reasonably accept, given their cognitive comparative advantage. I distinguish among three plausible learning outcomes of the process of critical thinking, which indicate cognitive division of labor and comparative epistemic advantage in a group discussion.     

我国刑法解释存在的若干问题

我国二十多年的刑法解释实践存在一个严重问题：宪法和法律的规定不能适用于刑法解释实践，本应由刑法规定的犯罪问题和刑罚问题，却由司法解释替代了，刑法赖以支撑的罪刑法定原则在司法解释中成为一纸空，刑法作为国家重要基本法的统一性和权威性受到严峻挑战。本就上述现象和问题，进行了分析和评述。     

两种无线局域网安全标准WAPI与 IEEE802.11i的比较

本文从两个标准的技术实质与工作原理两方面来加以分析和比较，并在文末预测了它们的前景。     

Thinking with a Theory: Theory-prediction Consistency and Young Children’s Identification of Causality

Theory-testing can only inform scientific inquiry when the prediction of test outcome is based upon the current theory (theory-prediction consistency). This investigation explores children’s theory-prediction consistency in a computer-mediated task in which multiple opportunities were provided to predict outcomes and review theories. An initial correlation study revealed that theory-prediction consistency was associated with children’s success when attempting to identify causation. The second study investigated the effect of goal and a simple intervention upon children’s theory-prediction consistency. The type of goal appeared to have no effect but the intervention, which encouraged the children to use their theory to make predictions, significantly improved their ability to identify cause. Interestingly, it also improved other aspects of their performance – such as encouraging more reflection upon the outcomes of tests. The results imply that poor theory-prediction consistency may be related to difficulties in identifying the type of problem being presented.     

浅谈多媒体在数学分析教学中的应用

本文根据数学分析的特点，论述了多媒体技术在数学分析教学中的作用、多媒体辅助教学的原则，以及如何将多媒体技术与传统教学有机融合。以提高数学分析教学质量。     

在中学历史学科中强化史料证据意识教育

中学历史二期课程改革特别强调学生的探究学习能力，而在历史探究学习方面，拥有史料证据意识无论从历史学本身的要求还是从当代历史教育的培养目标来说都是不可缺少的，但中学历史学科学生史料证据意识方面存在一定的问题，如忽视史料证据来源和可靠性、缺乏甄别运用史料证据的能力。因此要重视对学生的史料证据意识教育，文章对此提出了一些相关策略。     

屈原的教育和人才思想及其当代意义

~~屈原的教育和人才思想及其当代意义@陈学文$湘南学院中文系!湖南郴州423000~~~~     

苍南瓯语程度副词“棺材”研究

苍南瓯语中,"棺材"作为程度副词,能与一般性质形容词、部分绝对性质形容词、程度磨损后的状态形容词、心理动词、能愿动词、部分动词词组、具有"异质感"的名词、复合方位名词结构等进行搭配,但不能修饰形容词的重叠式结构、动作动词、动词重叠式结构等,且较少用于否定句,不能用于比较句。"棺材"具有增强表达程度和强调语义特征的作用。     

网络入侵检测与计算机取证技术探析

网络入侵检测和计算机取证技术对网络犯罪防范和打击具有关键性意义。阐述了入侵检测步骤和主要分析技术、探讨计算机取证的法律依据及其关键技术,在对入侵检测和计算机取证进行基本阐述的基础上,尝试构建网络入侵取证模型。     

Single‐subject designs in special education: advantages and limitations

Single‐subject designs provide the special education field with an alternative to group designs. The purpose of this paper is to introduce the topic of single‐subject designs by providing an overview of the relevant literature and a discussion of the major issues and applications of these designs in the field of special education. This paper is divided into four main sections: (1) characteristics of single‐subject designs; (2) types of single‐subject designs; (3) advantages of single‐subject designs; and (4) issues and concerns regarding single‐subject designs. It was concluded that a minimum of three measurements in each phase is typically required until there is a clear pattern. Flexibility and cost‐effectiveness are among the main advantages of these designs. External validity and generalisability are the main concerns. However, meta‐analytic studies can enhance the generalisability of single‐subject designs findings within similar context. Conclusions and recommendations to improve these designs are discussed.