Strategic transfer: A tool for academic problem solving

Within the context of classroom learning, strategic transfer can be viewed as a tool for academic problem solving. Strategic transfer is defined as the spontaneous access and retrieval (remembering) of previously learned formal procedures for the successful solution of a problem. The transfer-appropriate processing encoding model (Morris, Bransford, and Franks, 1977), and the transfer-appropriate procedures retrieval model (Roediger, Weldon, and Challis, 1989) are reviewed. An integration of the two models is proposed through the development of a training-for-transfer paradigm (Phye, 1990). By integrating encoding and retrieval processing in a single transfer paradigm the issue of accessing prior knowledge (Bransford, 1990) that is also referred to as the inert knowledge problem (Whitehead, 1929) can directly be addressed.     

传统《诗经》学的重大历史转折——朱熹“以《诗》言《诗》”说申论

朱熹首倡并躬行的“以《诗》言《诗》”说是对《诗序》”以史证《诗》”以及后儒“以《序》解《诗》”的否定与批判，同时又体现了对《诗经》文学本质与诗歌创作规律的深刻认识。贯彻“以《诗》言《诗》”的原则，实现传统《诗经》学的重大变革，是历史的发展与时代的需求赋予宋代学者的重大使命；而文学名家与经学大师的一身兼任，历代文学与历代经学的双轨集成，是朱熹实现《诗经》学变革的主体条件怀客观基础。     

新工科背景下音乐公选课实践教学方式初探——以《西方音乐史》实践教学为例

工科类高校音乐公选课实践教学设计与学生专业背景之间的契合度,是真正实现学校音乐教育目标的重要基础。尤其对于培养工科学生感性思维、跳跃性思维,以及对于新兴的交叉学科背景的学生专业审美等方面水平的提升都有着至关重要的作用。文章将在概述目前大多数工科类高校音乐公选课实践教学基本现状的基础上,以《西方音乐史》实践教学为例,从课程内容设置、知识点导入,从趣味实践教学案例设计等方面展开创新教学实践,并对实践教学的成果进行总结。     

A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.     

论《孙子》的战略思想及学术影响

战略理论是孙子军事学说的主体部分，《孙子》十三篇，以“庙算”这一战略概念为核心，渐次论述了“安国保民”的战略目标，“五事七计”的战略运筹、“不战屈敌”的全胜谋略，“知彼知己”的指战原理，其主旨首尾一贯，结构率然有序，体大思精，成就辉煌，《孙子》的战略论对当今时代的战略研究仍有着重大的学术影响。     

简论孙中山的西部开发战略构想

孙中山的西部开发战略构想是我国近代历史上关于西部开发较为完整的战略构想。追赶世界科技明进步潮流，改变我国经济落后面貌是其出发点；以铁路建设为先导，以实现工业化为中心，使西部经济全面近代化是其基本任务；实行开放和“节制资本”等政策是其基本措施。     

民营企业多元化经营刍议

随着经济的纵深发展，多元化经营成为很多企业发展到一定阶段的战略选择，民营企业中的一部分，特别是上市民营企业，为了做强做大，应对市场风险，开始走向多元化战略的发展之路。但发展现状堪忧。文章对比分析多元化经营与专业化经营，提出民营企业实施多元化经营的对策。     

关于加快河南农业现代化的战略思考

加快推进河南农业现代化既有机遇，也有挑战；既有有利条件，也有制约因素。要在新形势下尽快实现河南农业的现代化，必须深入调整农村产业结构，加快农业产业化进程；不断改善农业生产条件和生产环境，选择正确的农业现代化之路；走可持续发展之路，建立高效的现代农业科技体系和创新体系；建立有序的农业组织体系，加快农村城镇化进程。     

关于我国劳动就业问题的战略分析

从战略角度对我国劳动就业中长期形势进行了分析,提出必须按照市场机制解决劳动就业问题,必须要把解决就业问题纳入到国家的总体发展之中,从而充分发挥国家总体发展战略的综合社会效应。为此,可采取如启国土整治工程,为现已定型的两代低素质农村劳动力寻求就业出路;组建“绿色军队”,把解决就业问题与可持续发展紧密联系起来,加强劳动力的市场管理,全面实施劳动力的市场准入制度等对策。     

阅读学习法初探——也谈高三化学复习教学中自学能力的培养

现代学习方式是以弘扬人的主体性为宗旨、以促进人的可持续性发展为目的。新课程强调,教学是师生交往、互动、共同发展的过程,是人人参与,平等对话的过程;实际教学中,以"教师为主导,学生为主体"的教学方式正在逐步取代老的教学模式。通过指导学生阅读,提高阅读能力,使学生养成认真读书和思考结合的良好学习习惯,培养学生自学能力,为终身学习打下良好的基础。