课堂观察：教师专业发展的新平台——对一次课堂观察活动的分析与思考

课堂观察是教师专业成长的一个重要途径。但教育理论界与实践界均未对此给予足够重视。教师进行课堂观察存在诸多问题：观察意识不强,准备不足。缺乏一定的观察技术与记录方法,观察后反思不足,课堂观察没有能发挥应有的促进教师课堂教学研究水平提升和教学技艺提高的作用。     

海洋测绘中多站潮汐改正预报技术的研究

潮汐改正是水深测量中一个比较关键的技术。作者在分析单站潮汐改正方法的基础上,对多站潮汐改正的技术进行了分析、研究并提出了相关的技术方法。该方法可以广泛地应用于海洋测绘、港湾工程、航道建设等。     

引导、观察、分析、挖掘数学中的"隐含条件"

在数学解题教学中,要夯实定理、定义、性质、法则等基础知识的内涵和条件,引导学生认真观察、仔细分析、深入挖掘数学问题的条件,特别是隐含条件,对尝解错例,促使学生自主剖析、自主订正,以培养学生观察、分析、发现、正确解答数学问题的能力。     

Do monitoring and evaluation tools,designed to measure the improvement in the quality of primary education,constrain or enhance educational development?

A learner-centred view of education argues that the learner's needs must be understood and the learner must be engaged within the learning process. Governments advocate ‘learner-centred’ approaches whilst introducing national strategies and systems to reach agreed standards and competencies, often globally determined. There are increasing pressures on organisations to provide evidence that the quality of education is improving. Defining quality education and how it is measured has been the focus of much discussion. This paper contributes to the discussion by focussing on the measurement of the teaching and learning process in an Education Quality Improvement Project implemented in Cambodia.     

高层(大型)建筑物施工的沉降观测

介绍了对大型(高层)建筑物变形观测的技术设计、观测方法、成果资料的整理以及分析,以便对建筑物的安全施工作出科学的、数据性的指导,对建筑物施工的安全性起到了关键的作用.     

浅谈电视语言采访

成功的电视语言采访是电视记者和节目主持人各方面素质的综合体现。而其中，细致的现场观察、采访问题巧妙的设计、采访者和被采访者双向的交流和沟通是应熟练掌握的技能技巧。本文结合作者自己的作品和电视采访经验论述了上述的三点。     

116例涎腺多行性腺瘤临床分析

目的探讨涎腺多行性腺瘤的临床和病理特点，指导临床实践。方法对116例涎腺多行性腺瘤临床表现和病理特点进行回顾性分析研究。结果所有肿瘤经过手术有6例复发，其中腮腺是最主要复发部位，颌下腺、颊、唇、腭部多行性腺瘤未见复发。结论不同部位的涎腺多行性腺瘤有不同的临床和病理特征，有助于临床正确诊断和治疗。     

用抛石挤淤法处理铁路软基技术

介绍天津港散货物流中心区域的地质特点,阐述地基处理的措施,选择最优的处理方法,指出施工后期的沉降观测。     

Personality traits of expert teachers of students with EBD: clarifying a teacher's X-factor

Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a self-efficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed.     

Enhancing the status of peer observation through the scholarship of teaching and learning

In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching. Using a set of criteria to critique a current peer observation programme I account for its strengths and weaknesses and suggest a way forward for elevating the status of peer observation.