学案论初探——克服当前教学质量停滞不前的新策略

学案即为教师启发引导学生自主学习的方案,是中西双方教育优势结合的产物。它可彻底打破复习、讲解、巩固、练习、小结和繁重的作业等三环五节所带来的低效重复和层层封锁,实现一种低起点、快节奏、达到一定高难度的教学新格局。从而可在减轻课业负担的前提下大面积大幅度提高教学质量;可适当增加知识的深度、广度、难度;可加快教学进程,三年教学任务可在两年内轻松完成。进而可使中国教育尽快处于世界领先位置。     

Popular histories: ‘education’ and ‘entertainment’ in information books for children

UK government policy has increasingly emphasized the importance of learning in the home; and commercial publishers have not been slow to respond. There is now a growing market in popular information books targeted at parents and children. This article provides an analytical case-study of four such books on a common historical theme: ancient Rome. It addresses three main issues. First, it considers the epistemology or historiography of these texts, particularly in relation to their use of sources and their implicit view of what history (as a subject) is. Second, it discusses the pedagogic style of the texts, as reflected in their mode of address to the reader and their use of narrative and expository language. Finally, it considers the balance between ‘education’ and ‘entertainment’ and the implications of using popular cultural genres as a means of representing the past.     

Stories that stayed "under the skin"

This paper is a critical reflection on students' withholding of relevant personal stories in a college classroom which was uniquely designed to validate and welcome them. The instructor in Stories Under the Skin, an interdisciplinary course in history of science at Harvard, generously shared her own stories in lectures, regularly called upon students' subjective judgement, and engaged them in explicit discussion of the value of personal experience as evidence. Still, students' reactions were those of hesitancy and questioning the appropriateness of personal stories in an academic or scientific discussion. The qualitative lens used in this research not only helps capture the polyphony of student opinions on the subject, but also serves as a key point of debate about the use of interpretive, qualitative data in an academic setting today. The paper calls on students and instructors to acknowledge the difficulty of presenting subjective experiences in the context of academic or scientific discourse, and to consider ways of legitimizing and stimulating the constructive use of personal story in a college classroom.     

内蒙古医学文献资源建设的困境及对策

在分析内蒙古医药卫生资源建设存在底子薄、经费不足等问题的基础上，提出要协调采购、互通馆藏、加强领导、培训用户等改进措施。     

体验式学习在高校思想政治理论课教学中的应用

体验式学习是大卫.库伯在20世纪80年代初提出的理论,可以有效地运用到高校思想政治理论课教学当中。通过体验式学习,让马克思主义理论和思想道德修养的教育真正走进学生的内心精神世界,促进其精神构建和个性的健康成长。     

Perception of competence: risk and protective predictors following an e‐self‐advocacy intervention for adolescents with learning disabilities

The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD.     

教师资源均衡配置的有效方案——BlendingLearning研究

教师是学校教学的主体力量，是知识的传授者、学生的引导者。教师资源的合理配置不仅关系到教学质量的高低，还对学生身心素质的提高、对学校未来的发展都有着重要的作用。笔者从BlendingLearning这个概念出发，分析了在不发达地区实施BlendingLearning的可行性和必要性，并在此基础上探讨了运用BlendingLearning解决教师资源配置问题的架构设计。     

运用“疑问牵引法”来调动学生的课堂学习兴趣——以高职《财务会计实务》课程为例

本文结合自身课堂教学实践,通过运用"疑问牵引法",从课首导入、课中教学和课尾点睛三个方面就如何调动学生课堂学习兴趣总结了经验。     

对比分析与言语学习模型视角下英语语音习得

语音是语言的物质外壳和第一要素,本文一反长期盛行的重文本而轻语音的院校作风和陈腐的学术偏见,强调了语音训练对二语习得的决定性意义：锐化语音的生理感知,树立优良的语音形象并力主发音的准确和正确性,从而克服＂以错误的理解取代正确的语音感受＂的严重弊端。在对比分析假说和言语学习模型的框架下,结合多年的英语语音习得研究实践和国内外相关理论著述的研读,并实验性地借助语音分析软件Praat,在元音、辅音、音节等音段层面全面细致地分析了中国学生英语语音习得的若干现象和问题,并借此机会向读者提供一套有效的解决方案。     

The curious case of climate change: Testing a theoretical model of epistemic beliefs,epistemic emotions,and complex learning

We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed.