Open Educational Resources and the Transformation of Education

The extremely rapid expansion of open educational resource (OER) initiatives and the millions of learners they attract can be understood as an indicator of an emerging revolution in education and learning. This article describes recent developments in this area and develops conceptual foundations for studies and policies on OER. We describe four different types of OER, locate these in a field of learning theories, and discuss how the wide adoption of OER may constrain and accelerate the transformation of learning and education in the knowledge society.     

Teaching and learning the concept of chemical bonding

Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult, with teaching commonly leading to students developing misconceptions. Many of these misconceptions result from over‐simplified models used in text books, by the use of traditional pedagogy that presents a rather limited and sometimes incorrect picture of the issues related to chemical bonding and by assessments of students' achievement that influence the way the topic is taught. In addition, there are discrepancies between scientists regarding key definitions in the topic and the most appropriate models to teach it. In particular, teaching models that are intended to have transitional epistemological value in introducing abstract ideas are often instead understood by students as accounts of ontological reality. In this review paper we provide science educators, curricula developers and pre‐service and in‐service professional development providers an up‐to‐date picture regarding research and developments in teaching about chemical bonding. We review the external and internal variables that might lead to misconceptions and the problematic issue of using limited teaching/learning models. Finally, we review the approaches to teaching the concept that might overcome some of these misconceptions.     

刘易斯模型与舒尔茨模式比较研究

刘易斯二元经济理论揭示了传统的农业部门存在着近乎无限供给的劳动力,随着这个部门的剩余劳动力向现代工业部门转移,劳动力供大于求将会逐步转向供求平衡,出现被人们称为＂刘易斯拐点＂。城乡劳动力的比较利益就会趋于均衡。城乡二元经济就会向一元经济转化。其着眼点在于农业剩余劳动力向城市二、三产业转移。舒尔茨则认为,发展中国家农民福利低下的主要原因不是劳动力大量过剩,而是由于受教育机会少,受教育程度低,即人力资本投资少。要从根本上解决农民福利低的问题,就必须加大对农民的教育投入,使农民与市民一样,享有平等的受教育机会,实现人力资本投资均衡化。一旦农民的智力有了很大的提高,就有条件向生产广度深度进军,创造不断增加的就业机会和社会财富,实现由穷向富的根本转变。     

影响汉语反身代词“自己”长距离照应的动词语义因素

现代汉语反身代词＂自己＂具有长距离照应的特点。20多年来,国内外研究者从句法、语义和语用等方面对＂自己＂长距离照应产生的条件进行了研究,并列举了许多例句来验证各自的理论和分析方法。本文通过分析这些例句后得出以下结论：动词语义指向应该是影响＂自己＂长距离照应的重要因素,并提出了用动词语义指向解释＂自己＂长距离照应的观点。     

“固然”的多角度分析及教学探讨

＂固然＂常和＂但是＂连用,它的使用有特殊的语义背景,＂固然＂所在的小句承认对方刚刚提出的事实或很多人公认的看法,＂但是＂所在的小句表达反转的语义,是说话人表达的重心。＂固然……但是＂句有4种主要格式：A固然C,但是（A）也D（C和D有相反的关系）;A固然C1,但是B也C2。（C1、C2有类同的关系）;A固然C1,但是（如果/只要）……,A就不C2了。（C1、C2有类同的关系）;A固然C1,但是更C2的是……（C1、C2有类同的关系）。＂固然＂的使用受到语体、篇章和预设的影响,在对外汉语教学实践中营造论辩会话语境进行＂固然＂主要格式的操练能收到很好的效果。     

汉语偏正复合名词语义透明度的判定条件

复合词词内语素义的明显与否以及它与整体词义之间的紧密程度是决定复合词语义透明度的关键;就汉语偏正复合名词而言,其内部语素达到＂常素/常义＂标准,是提高整词语义透明度的必要条件;其核心成分由表＂类属＂义的语素充当,是提高整词语义透明度的充分条件;词汇化的不同类型则会不同程度地降低其语义透明度。     

Teacher evaluation: Are principals’ classroom observations accurate at the conclusion of training?

Teacher evaluation commonly includes classroom observations conducted by principals. Despite widespread use, little is known about the quality of principal ratings. We investigated 1,324 principals’ rating accuracy of six teaching practices at the conclusion of training within an authentic teacher evaluation system. Data are from a video-based exam of four 10-minute classroom observations. Many-Facet Rasch modeling revealed that (1) overall principals had high accuracy, but individuals varied substantially, and (2) some teaching episodes and practices were easier to rate accurately. For example, promotes critical thinking was rated more accurately than uses formative assessment. Because Many-Facet Rasch modeling estimates individuals’ accuracy patterns across teaching episodes and practices, it is a useful tool for identifying areas that individual principals, or groups, may need additional training (e.g., evaluating formative assessment). Implications for improving training of principals to conduct classroom observations for teacher evaluation are discussed.     

“有”字领有句的语义倾向和信息结构

本文以合格性测试和网络统计显示,现代汉语有字领有句具有表好(褒义)和表多(主观大量)的语义倾向,主要表现在领有句宾语强烈地、甚至刚性地排斥负面定语和主观小量定语,排斥程度因宾语、定语的小类而异。文章认为这一排斥缘于两个因素。一是汉语有字固有的表好表多倾向,二是汉语句子自然焦点居末的要求。汉语句子排斥不包括宾语核心、单由定语充当的自然焦点。有字固有的表好表多倾向要求信息强度较大的定语在语义倾向上与宾语核心保持一致,以与核心共同组成一个尾焦点板块。假如这种定语与领有句的语义倾向相违背,定语会成为不包括核心的独立焦点,从而违背尾焦点原则。     

“‘很’＋动词性词组”研究综述

经过几十年的发展,＂‘很’＋动词性词组＂的研究已经取得了很大的进步,达到了较高的水平,但已有成果还存在研究不够细致,定量研究、历时考察等相对薄弱的问题,所以仍需要继续探索和挖掘。     

Masculinity,educational achievement and social status: a social network analysis

This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the friendship network as a measure of status that includes emotional investment, and the influence network as a measure of status without emotion. Results demonstrate that for both schools the friendship network is not associated with academic achievement, though boys with similar levels of academic application cluster together. However, for the influence network there are effects related to achievement, application and attitudes toward an anti-academic/masculinity connection, as too toward ethno-cultural background. The results differ by school and show the importance of local context. However, similarities in the schools show that masculine identities may be engaged in the social interactions of students, ones which engage masculine stereotypes in public but not in private.