“培根问题”及其诠释学意涵

“培根问题”是波普尔在批判培根经验论及其“偏见”观的基础上首次提出的。波普尔不仅将内涵于培根哲学中“偏见”与“观察证实理论”的矛盾、冲突称为“培根问题”,而且经由对传统“观察证实理论”的颠覆性分析,提出并系统论证了与培根不同的、旨在通过正面肯定理论或“偏见”对“观察证实理论”的作用、强调“一切观察都是按照某种理论对事实的解释”,从而消解理论与经验观察之矛盾、冲突的方法。波普尔关于“培根问题”的提出及其解决,无不与其哲学内涵有丰富的诠释学思想密切相关。     

微格课堂观察及其对高等师范生教学技能培养的启示

课堂观察作为架设于课堂教学与教育研究之间的桥梁正受到越来越多的关注,它有助于执教者或观察者更好地解决教学实践难题,有助于促进高师教法改革,有助于实现师范生专业成长,所以被认为是师范生教学实践技能培养的有效途径之一。为此,高师院校应完善教育实践导向的课程结构,强化基于课堂观察的微格教学训练,并着力构建基于“临床”指导的实践教学模式。     

基于实测数据的太湖上空气溶胶单次散射反照率特征分析

基于AERONET太湖站2005年9月—2010年9月的太阳分光光度计实测数据,分析太湖上空单次散射反照率（SSA）随时间变化特征以及频率分布特征. 结果表明,SSA的月均最大值、最小值分别为8月的0.95±0.03和12月的0.87±0.03. 季节均值的最大值为夏季的0.94±0.03,最小值为冬季的0.88±0.04;SSA的年均值为0.90. 从频率分布来看,SSA的最高频率分布区间为0.9~0.92. 分析表明,太湖上空存在中度吸收型的气溶胶.     

A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects. Additionally, we studied whether adaptive support during teacher-student interactions contributes to student engagement following that interaction. A cross-classified multilevel analysis of 324 video- and audio-recorded secondary school teacher-student interactions showed that situational factors and error were the strongest source of variability in student engagement. Other than expected, teacher-related and dyad-related variability were limited. Although behavioral engagement after teacher-student interaction was significantly higher than pre-interaction student engagement, higher post-interaction levels were not related to the level of adaptive support provided during the teacher-student interaction. These findings imply that situational factors deserve more attention in engagement research, for example by investigating what situational factors contribute to engagement. For teachers, the time-variant, situation-dependent nature of engagement opens up valuable opportunities to actively design optimal learning situations.     

Promoting historical contextualisation in classrooms: an observational study

The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation.     

某商住楼高低层联结处牛腿破坏的原因和加固方案

根据牛腿在不同情况下的受荷条件 ,通过简单分析计算和一性判断 ,论述导致牛腿开裂的原因及其加固方案     

互助听课制和英语教学质量的提高

有关研究表明校内同事之间互助听课有利于教学质量的提高。目前学生缺课多，原因不只在于他们的学习态度，与授课质量也有直接关系。建立同事互助听课制度，使听课成为日常教学的一部分，采用科学的听课方法，可以让老师们相互借鉴，取长补短，共同进步，使每堂课都能最大限度地让学生受益。     

Implementation integrity in peer tutoring of mathematics

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.     

文献计量视角下我国“课堂观察”研究特点分析

通过文献资料分析,可以获得新论据,找到新视角,发现新问题,提出新观点,形成新认识。本研究从文献计量的角度,采用描述性的研究方法,重点统计与分析了620篇关于课堂观察的研究期刊论文文献,发现以下问题：期刊论文比较多,成果引用少;＂相关期刊＂数量多,核心作者少;研究＂相关地区＂多,项目基金少;基层学校参与多,合作研究少;课堂实践研究多,其他研究少。今后研究可从研究目标高移化、研究人员整合化、研究内容系统化、研究形式校本化、结果运用人本化等方面把握研究趋势。     

中枢性高热患者冰毯机降温与冰毯机加药物降温效果观察

目的：中枢性高热病人应用冰毯机加药物吲哚美辛栓肛门内给药降温的效果观察。方法：对中枢性高热病人在常规治疗基础上,分别采用冰毯机加药物吲哚美辛栓肛门内给药降温和冰毯机降温,比较两组病人降温效果。结果：两组病人降温效果差异有统计学意义（P〈0.05）。结论：冰毯机加药物吲哚美辛栓肛门内给药降温效果明显优于冰毯机降温。