新媒体平台下增强大学生党支部理论学习的探索

在党中央提倡创新精神的时代背景下,学生党建工作也需要创新思路和手段以便把学生党支部理论学习的内容、质量提升一个新的台阶,而以新媒体为媒介平台开展学生党支部学习生活正是学生党建工作的一种创新,符合党建创新的精神。通过建设新媒体平台创新学生党支部理论学习思路与实践,有利于加强学生党建工作的成效,进一步提高学生党员理论素养。     

我国混合学习研究现状与问题分析——基于CNKI核心期刊文献计量和可视化分析

作为一种新的学习方式,近年来混合学习引起了国内外研究的高度关注。系统地探究我国混合学习的研究现状与问题,对进一步深入研究我国混合学习以及教育教学改革具有重要意义。本文基于文献计量法、内容分析法和聚类分析法,对混合学习领域核心期刊上近十年的论文从时空分布、核心期刊、作者、研究热点和趋势进行系统分析发现:对混合学习深层次基本理论的探究和实践应用研究依然是研究热点,但是研究的深度、广度和影响力有待进一步加强;对混合学习资源建设和教学要素的研究相对比较匮乏。研究发现,后续混合学习研究领域或将更加关注从资源建设和教学要素的角度,去探究提升混合学习内生动力的机制、教育大数据和学习分析技术在混合学习中的应用以及深度学习与混合学习的融合。     

浙江

教师队伍是推进我国教育事业发展的主力军,努力培养造就一大批一流教师,不断提高教师队伍整体素质,是当前和今后一段时间我国教育事业发展的紧迫任务。     

化学农药的投放使用对环境安全性的评价

本文主要讲述了化学农药的投放使用针对环境所提出了重要原则，并提出了评价农药对生态环境安全性的具体指标以及科学的环境评价程序，这对开发高效，安全的新农药和预防环境污染有重大意义。     

关于数学建构性教学的认识和思考

数学教学应是建构地学与教的统一，建构观下的数学知识应包含数学经验知识和建构策略知识，相关地，数学学习和教学应有两种不同的类型，“建构主义”应成为指导数学教学的行动纲领，建构主义不排斥其它学习理论，建构性教学并非数学建模数学。     

志存高远 营造创新人才成长的环境

21世纪国力的竞争取决于创新人才的竞争。应当看到 ,我国的高等教育和人才培养与发达国家相比还有较大差距 ,如学科前沿比较落后 ,培养的人才视野比较狭窄 ;研究生创新精神比较弱 ,创新意识不强 ;培养方式、内容、方法落后等。因此 ,必须树立争创世界一流的意识 ,建设创新人才成长的社会环境和学校环境。     

The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences

We studied the occurrence and nature of learningin a university first year Introduction toGeomorphology course, and its relations with priorknowledge taught in a prerequisite course, and withthe prior knowledge in the to be learned subjects. Tendimensions of knowledge were tapped before and afterthe course by conventional and cognitive structuremeasures that were derived by the concept mappingmethodology. The fine-grain analysis of learningoutcomes yielded the following results: (a) studentsacquired only a small portion of the content in thecourse Introduction to Geomorphology, (b) the priorgeological and geomorphological knowledge did notaffect the learning of the new geomorphologicalcontents, (c) the minor effects appeared within ratherthan across knowledge dimensions, and they affectedmainly the learning of smaller knowledge units, and(d) concept definition cannot be considereda valid probe of knowledge. The differential effects of prior knowledge question thecentral, global and undifferentiated role that schematheories ascribe to prior knowledge in futurelearning. They call for greater reference to theexposed dimensions of knowledge by suggestingadditional factors to be considered in the sequencingof courses, as well as to the acquisition of complexknowledge with partial meaning of the basic knowledgeunits, and the use of new cognitive structure probesof knowledge.     

海纳百川博采众长——谈蒋孔阳先生的学术品格

蒋孔阳先生虽然已离我们而去，却永远值得我们怀念。他的学术品格为：海纳百川，博采众长，巍然卓立。同时，这种品格的形成，又是以蒋先生的虚怀若谷、有容乃大的高尚人格为前提的。     

我国高校“学术权力”与“行政权力”的矛盾及其对策

高等学校的学术权力和行政权力在载体及追求目标上 ,在权力所需要的氛围上 ,在权力主体所处的位置上以及发展趋势上存在矛盾 ,从而导致了高校管理的矩阵压力。这一矛盾具体表现为 :在管理重心上 ,主体错位 ;在管理决策中 ,行政意志过于突出 ;在管理层的规模上机构臃肿。     

Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching

Students can generate teaching materials for others. However, solid evidence of the learning effect for the student creating the material is needed. This meta-analysis aims to explore current evidence of the learning-by-teaching potential effect on students’ learning of the content they teach. A total of 23 articles were included in the meta-analysis, providing 62 comparisons between an intervention in which students were required to create a teaching material and an alternative condition. Possible moderators were examined as well (i.e., product, educational level, content area, and access to source material). Results show statistically significant differences in favour of creating teaching materials when compared to business-as-usual or alternative interventions, with an overall effect of 0.17. However, the type of product and the access to source material significantly moderate the findings. Audio-visual and visual materials considerably outperform textual materials. Having no access to the source material is better than having full access to it. No publication bias was detected. However, the type of control group moderates the findings: creating teaching materials shows a significant effect when compared to nonbeneficial interventions rather than to other expected beneficial interventions. Nonbeneficial interventions refer to business-as-usual or alternative interventions that are not expected to influence the outcome much, while beneficial interventions are those that are known or expected to have a positive effect. The findings are discussed based on the different views on the underlying learning-by-teaching mechanisms. Limitations as well as implications for practice, policy, and future research are underlined.