热镀锌板表面锌层起泡原因探讨

热镀锌板在冲压成零件时,局部的镀锌层出现约3mm大小的起泡,将起泡用手术刀切开,撕下锌层,采用扫描电镜对起泡部位的基体以及锌层靠基体的表面进行了分析,对比分析正常部位纯锌层与基体之间的抑制层。结果表明:正常部位的抑制层为细小弥散分布的Fe2Al5颗粒,产生起泡的缺陷部位未见到抑制层颗粒,锌层与基板之间存在局部聚集的Al2O3夹渣,冲压成型后,夹渣松动,锌层与基板分离,导致锌层起泡。     

Reading to Learn or Learning to Read? Engaging College Students in Course Readings

Despite instructors' belief that class readings are integral to the learning process, only 20–30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete course readings: 1) unpreparedness, 2) lack of motivation, 3) time constraints, and 4) an underestimation of reading importance. We then identify approaches that encourage students to read, enjoy reading, and develop metacognitive knowledge, shown to improve learning.     

野外生存生活训练对大学生内部动机影响的多维度测评研究

本研究在查阅大量参考文献的基础上,以上海交通大学和上海财经大学的部分学生为研究对象,采用问卷调查、比较分析和数理统计等方法,研究参加野外生存生活训练对学生内部动机的影响。研究结果表明,野外生存对激发大学生体育学习的内部动机具有显著增强的作用,主要体现在内部动机的主观能力和主观选择维度。     

The relationship between teacher’s autonomy support and students’ autonomy and vitality

Abstract

Within education, some teachers’ interpretation of professionalism emphasizes conformity to the perceived norms of collective associations. Unprofessional behaviour, often equated with ‘unethical’ behaviour, is seen by many to be that which threatens solidarity and loyalty to colleagues. Informal norms typified by casual collegial relations as well as more formal attachments to organized unions or teachers’ federations exert a significant influence on individuals’ behaviour within the group. Professional ethics, in this sense, become concerned primarily with how one relates to colleagues rather than how one fulfils moral responsibilities to students. Qualitative findings from interviews with elementary and secondary school teachers suggest that, as a result of an ethic of collegial loyalty, some teachers experience personal moral and ethical dilemmas that they find difficult to resolve. Some respondents acknowledged that this can enable serious situations to be ignored or ‘covered up’. This paper examines some of the tensions and dilemmas experienced by teachers and raises questions about the ethical adequacy of defining professionalism in terms of inter‐colleague behaviour.     

不同年龄性别学生健身运动参与动机的探讨

健身运动是促进人类健康的有效途径。通过采用文献资料、问卷调查等方法,以青少年学生为研究对象,调查学生对健身运动的认知、爱好以及参与程度,分析社会因素和心理中介与学生健身运动参与动机之间的关系,对青少年学生健身运动参与动机进行深一层次的探讨,旨在为学校体育教学提供理论参考依据。     

Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning

The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning.     

适应性完美主义、自主动机对青少年锻炼坚持性的影响:父母自主支持的调节效应

目的考察适应性完美主义、自主动机对青少年锻炼坚持性的综合影响,检验父母自主支持的调节效应。方法修订父母社会背景调查问卷(家长报告)的自主支持分量表、中文Frost多维度完美主义问卷的个人标准和条理性分量表、因果控制点知觉量表和青少年户外运动坚持性量表,对2 230名12～18岁青少年及其家长进行调查,分析适应性完美主义对青少年锻炼坚持性的间接影响。结果父母自主支持、青少年的适应性完美主义和自主动机对锻炼坚持性正向影响皆显著,分别解释了3.7%、30.3%和38.3%的变异;在适应性完美主义与青少年锻炼坚持性的影响链条上,自主动机的中介效应、父母自主支持的中介调节效应、性别的调节中介效应皆显著,三者共同的间接效应值为0.426,占总效应的77.45%。结论适应性完美主义既能直接影响青少年的锻炼坚持性,又能通过自主动机的中介而间接作用于锻炼坚持性;父母对青少年体育锻炼的自主支持能够对青少年的适应性完美主义和锻炼自主动机产生积极的调节作用;相较于女性青少年,男性青少年的锻炼自主动机更强烈、锻炼亦更具坚持性。     

英语教学中的非智力因素及其培养

英语学习活动是一个智力与非智力因素交互作用的过程,在这一过程中非智力因素起着重要作用。该文从动机、兴趣、情感、意志、性格等方面探讨如何在英语教学中加强对学生非智力因素的培养。     

英语学习动机与自我认同变化——-对五所高校跟踪研究的结构方程模型分析

本文是大学生英语学习动机与自我认同跟踪项目的一部分, 考察动机类型与自我认同变化的关系。研究材料是同一问卷在四年中五次施测获得的定量数据, 对象为北京五所高校1300 余名学生。结构方程模型检验发现, 英语学习动机类型与自我认同变化相互影响, 前者对后者的影响更大。随着时间的推移, 动机对自我认同的影响具有下降趋势, 而认同对动机的影响先降后升。此外, 学习成绩动机与情境动机、出国动机与削减性认同变化始终显著相关。     

多模态语境下英语教学的思考

阐述了多模态、运用多模态的动因以及在英语教学如何趋利避害正确选择模态。