网络出版与校对理念的更新

网络出版的环境下,校对客体、校对方法、校对模式都发生了深刻变化,既而引起了校对功能的变化。因此,对传统的校对理念必须重新认识和更新。     

交际教学法在大学英语教学中的偏颇

交际教学法在高校英语教学实践中遇到了很多问题,它强调了交际能力的培养,忽略了语法知识的传授;强调了流利性,忽略了准确性,强调了听说能力的培养,忽视了读写能力的训练;强调了文字能力,而忽略了文化交际能力的培养。     

汉水上游的文化传统与教育的更新性发展

文化是教育的内容,教育是传递文化的工具,正是借助教育,文化才得以延续和发展.汉水上游地域仍属西部贫困地区,当然,汉王、汉朝、汉民族也曾使这一地区灿烂辉煌过,但是,随着现代科技、现代经济的发展,竞争也越来越依赖人为资源形态,所以汉水上游教育在传递文化的过程中必须承认现实,改变观念,真正实现邓小平提出的关于教育的＂三个面向＂问题.     

结合土地更新调查工作组织教学实习

理论联系实际、注重实践是中国地质大学建校以来的突出特色。本文从土地资源管理专业角度出发,阐述了理论联系实际教学原则的实施过程和收获。在教学实践中,努力做到四个结合:教学与生产、室内与野外、理论与实际以及技术人员与师生。     

世纪高校院系办公室工作人员应具有的素质

21世纪的高校办公室工作从员应具备的素质是：较好的思想政治素质及高尚的职业道德,有较高的科学文化素质及较强的办事能力；有协作精神及人际关系调节能力;有一定的奉献精神及良好的心理素质;掌握现代科技知识,通过各种途径获取信息的能力。     

Working memory updating as a predictor of academic attainment

There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children’s academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were administered to 97 fourth-grade children. The keeping track task involves retrieval and substitution of information, while the numerical updating task also includes a transformation component. Academic attainment was assessed through standardised tests of verbal comprehension, arithmetic operations, mathematical problems and an assessment made by the teacher. The relative contribution to academic attainment, of the updating measures and measures related to intelligence, was compared. Results showed that both updating tasks are predictive measures of academic attainment, although the numerical updating task appeared to be a more consistent predictor of children’s performance. The relationship between updating and academic attainment is discussed, and possible educational implications are considered. The role of the transformation component of WMU is highlighted. This component could make a distinct and independent contribution to performance and, by extension, could be particularly relevant to the prediction of academic achievement.     

基于GPS的叠合梁斜拉桥双层模型修正方法

为了建立实测动响应和桥梁健康状况的实质性联系,提出用双层模型修正方法修正叠合梁斜拉桥理论计算模型.以实测固有频率为第1层修正目标,采用人工调节方法,在可靠范围内变化桥面板质量、网格划分密度、混凝土模量及边跨压重等参数修正模型的动力特性;然后以GPS实测动响应为第2层修正目标,通过逐步减小结构各向刚度EI模拟桥梁整体刚度损伤,采用有限元迭代的方法修正模型的挠度值.以南浦大桥为例,对其进行有限元建模,并利用所提出的方法进行模型修正.分析结果表明,经过第1层模型修正,频率误差的标准偏差小于7%,比初始误差有明显改善;经过第2层模型修正,桥梁跨中挠度误差小于10%,桥梁结构各向刚度EI下降约20%.研究结果表明理论计算结果与实测结果相吻合.     

The impact of school culture on schools’ pupil well-being policy-making capacities

Pupil well-being has been an important topic in educational research for some time. Differences between schools in their influence on the well-being of their pupils are attributed to the policy-making capacities of the school. Little is known about schools’ policy-making capacities with regard to pupil well-being, and the impact of school culture on these policy-making capacities. This study addresses these questions using a quantitative research approach. The results show that teachers rate the policy-making capacities of their school, with regard to pupil well-being, in largely positive terms and that these policy-making capacities are mainly affected by flexible perspectives of effectiveness within the culture of schools.     

中小学生自我意识培养与潜能开发的途径与方法

潜能的含义不仅指尚待开发的智能,而且包括个性发展的潜在可能性,这是把潜能开发纳入素质教育轨道的新提法。实践证明,通过课堂中的自主教学、班级中的自主管理、实行鼓励性评价、提高学生自我意识的发展水平、发挥积极心理暗示的影响作用等途径,改善育人环境,充分调动学生内在的积极因素,是开发中小学生潜能的有效途径。     

Individual differences in memory updating in relation to arithmetic problem solving

The study investigates the relationship between memory updating and arithmetic word problem solving. Two groups of 35 fourth graders with high and low memory-updating abilities were selected from a sample of 89 children on the basis of an updating task used by Palladino et al. [Memory & Cognition 29 (2002) 344]. The two groups were required to solve a set of arithmetic word problems and to recall relevant information from another set of problems. Several span tasks, a computation test, and the PMA verbal subtest were also administered. The group with a high memory-updating ability performed better in problem solving, recalling text problems, and in the computation test. The two groups did not differ in the PMA verbal subtest or in the digit and word spans. Results were interpreted as supporting the importance of updating ability in problem solving and of the substantial independence between memory updating and problem solving on one hand and verbal intelligence on the other.