图式教学策略的实验研究

对l13名高二年级的学生进行对比实验研究，剖析图式对概念学习的影响。研究结果表明：1．图式理论对概念学习具有普遍的指导作用；2．比起常规教学，图式教学更有利于学生学习概念，特别是数学概念的学习；3．教会学生构建图式是解决中、差生问题的有效途径。     

The Development and Design of a Framework to Match Mentees and Mentors Through a Systematic Review andThematic Analysis of Mentoring Programs Between 2000 and 2015

ABSTRACT

The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015.     

论图式理论对英语新闻听力理解的影响

文章从认知语言研究领域中的图式理论出发,主要从3个方面探讨了图式理论对新闻英语听力语篇理解的影响,阐述了激活,丰富和扩充学生图式知识,帮助学生提高听力水平的教学策略.     

文化缺省的认知透视

学习一门外语要了解它的文化,文化因素为其文化成员所共有,并以图式化的知识结构固化在文化成员的头脑中,交际时常常被省略。文化缺省是语用推理的先决条件,具有语境激化的特征。理解时,在认知图式的协助下,可通过缺损推理激活相关信息。     

黄宾虹山水画笔墨的层次性序列

黄宾虹山水画建构起的笔墨世界,在古典山水画和现代山水画的过渡中,树立起一个宏伟的界标。他对传统笔墨元素的总结和提升固然引人注目,但更为重要的是,他在中西方文化艺术的撞击中,将传统笔墨的内涵和外延同时扩大,并将笔墨与具象山水的内在结构,以及主体的生命结构相对应,增强其在平面空间中的组合性、构成性、形成了乱而不乱、不齐而齐的个性化结构和图式,创造出超越其时代的现代价值。     

博士后经历能给高校教师带来经济收益吗?

博士后制度具有培养和使用人才的双重属性,博士后经历既是人力资本投资亦是信号资本投资。基于2014年中国大学教师调查数据,运用倾向得分匹配法纠正样本自选择偏差后评估博士后经历的经济价值,研究发现:博士后经历具有显著的经济价值,拥有博士后经历的教师年收入比没有博士后经历的教师年收入高出11.40%。博士后经历的经济价值存在明显的异质性,"海归"博士后经历的经济效应是"本土"博士后经历经济效应的6.46倍。研究结论为未来青年博士职业发展路径选择、博士后管理制度改革与学术劳动力市场资源配置提供了实证依据。     

How Does Training Abroad Affect Faculty Income? An Analysis Based on the “2014 Faculty Survey in China”

Abstract

Training abroad is an important avenue for promoting the specialized development of faculty and improving international accomplishments. On the basis of the data from the 2014 Faculty Survey in China, this paper applies the technique of propensity score matching to control for the self-selection bias in the sample, so as to quantitatively evaluate the economic benefits of training abroad for faculty. The study finds that training abroad presents significant economic returns, while the potential benefits of training abroad for faculty members who have not yet pursued training abroad are higher than the benefits for faculty members who have pursued training abroad; a nonlinear relationship exists between the period of time for which a faculty member pursues training abroad and the economic benefits thereof, with the order of the economic benefits of training abroad from least to most for different time periods being: 1?year, less than one half year, more than one half year to less than 1?year, and more than 1?year. The conclusions of the study provide an empirical basis for the selection of pathways for the professional development of faculty in the future, as well as the design and refinement of training abroad programs, et cetera.     

Empirical Performance of Covariates in Education Observational Studies

This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies.     

联想生成与高职英语课堂教学

语言学习的过程是心理认知的过程,是新旧知识交互作用、产生理解并促进记忆的过程。因此在高职英语课堂教学中,联想生成法能促进学生新旧知识的交融,能有效提高学生的记忆量,加速语言图式和内容图式的内化,最终达到英语交际的目的,提高课堂教学质量。     

从皮亚杰的理论谈数学概念教学

皮亚杰认为发生认识的发展涉及图式、同化、顺应和平衡四个方面，在数学概念的教学中进一个方面可以一述为：(1)提供实例、图式积累、数学概念的准备(2)同化顺应、抽象概括、数学概念的引入(3）提供变式、抽象变式、抽象本质、数学概念的形成(4）概念再同化、数学概念的深化及运用。