在归隐和入世间徘徊--从《寻隐者不遇》说起

本文从接受美学的角度对贾岛的一些诗歌作出解读。以《寻隐者不遇》为主例,作三级阅读尝试,认为贾在其诗中反映了困顿失意后对隐居超脱生活的向往,但这种向往隐逸仅仅只是一种自我安慰,这种心理与前代文人常有的向隐情结是一脉相承的。     

中学数学识图与作图技能成分分析及测试

数学基础教育不但要培养“数感”，还应培养“形感”。图形知识的学习和训练是发展、完善思维的重要途径，对苏南7县市13所学校898名学生进行的测试表明：（1）识图作图和运算推理技能相比，成绩并不理想；（2）男生识图、作图技能显著优于女生，且主要是识图的原因；（3）作图训练总体水平较差，原因是重视不够，应加强。     

艾丽丝·沃克《人工流产》的女性主义解读

艾丽丝·沃克（Alice Walker,1944-）是当代美国著名的非洲裔黑人女作家、诗人、评论家。《人工流产》是她发表于1981年的短篇小说集《你压服不了好女人》中的一篇。作者以女性独特的视角和体验,以黑人男女之间的矛盾冲突为题材,深刻尖锐地揭示了男权社会对于妇女身心的压抑、禁锢和摧残以及黑人妇女在新的历史和文化环境下女性意识的觉醒,展现了黑人妇女的反叛性和颠覆性的强大力量。     

Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding

This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided the researchers with significant relationships between the scaffolding features represented in the software and student motivation and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption that there is a positive relationship between the student use of the saving/viewing features and the students’ perception of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation supports the assumption that there is a positive relationship between the student use of the searching features and the students’ perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports the assumption that there is a positive relationship between the student use of the collaborative features and the students’ ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual understanding of photosynthesis. This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

HPS教育的五个主要特征及其对我国科学教育改革的启示

HPS教育是国际科学教育改革的新方向。文章分析了HPS教育的五个主要特征：以科学史、科学哲学与科学社会学为基础,强调理解科学本质、培养有科学素养的公众。以此为基础,给出将HPS教育纳入我国科学教育体系的一点启示。     

中职生的多样性特征及其管理建议

分析了中等职业学校学生的多样性特征,指出要对其进行一般性理解和深入具体地理解,在此基础上,提出了管理工作建议.     

论知识观转型与高校研究性学习的建构

知识观是人们对知识的根本看法,当今时代已从知识旁观者理论、权威型知识观和浅表类型观向参与者理论、批判型知识观和深层类型观转变.为应对知识经济的挑战、适应终身教育的需要和增强高等教育活力,必须顺应新知识观的要求,变革教学方式,大力开展研究性学习,倡导兴趣情感态度全面目标的达成,突出建构力、批判力和创造力的培养,尊重主体的个性化参与体验和理解,才能真正实现高等教育培养创造性人才的目的.     

激发学生学习数学兴趣的几点做法

要提高学生数学能力,就必须注意激发学生的求知欲,培养他们学习数学的兴趣.其具体做法可从引起学生对学习的期待;引起学生的认知冲突;引起学生紧张的心理活动;给学生予成功的满足;保持刺激的新颖和变化等方面实施,从而有效地提高数学教学效率     

“公众理解科学”运动的内涵演变及其启示

随着科学技术和社会的发展以及民主进程的推进,西方"公众理解科学"运动的内涵与形式在20多年经历着不断的演变,从以科学共同体为主体的公众理解科学发展到科学共同体、政府和公众共同参与的科学理解公众.本文通过回顾、总结"公众理解科学"的历史背景及发展历程,分析和研究了科学与社会、公众的关系的演变过程以及变化的原因、解决方案,并提出了其对我国科技政策领域的借鉴意义.     

高职经济学教学的几点体会

经济学是高职财经和管理类专业的必修公共基础课,但多数学生感到经济学难学和枯燥.本文结合笔者近几年从事经济学教学心得体会,提出从培养学生学习兴趣、理论联系实际和选择合适的教材入手,进而提高学生学习经济学的欲望,让学生感到经济学有趣且易学.