从契约伦理的视域看“以德治国”

本从契约伦理的角度论述了古今“德治”之划界以及在现代民制度下实现“以德治国”的问题。孔子从“性本善”的人性论假定出发,以德治、民本和礼治三统一建构了传统中国社会道德理想主义的基本理论框架,但孔子德治思想的存在背景是私民社会,现时代德治思想的指出背景则公民社会。私民社会是个无契约的社会,公民社会则是个契约社会,只有在契约伦理的视域中才能正确理解以德治国的科学内涵和重要意义。江泽民同志提出的依法治国和以德治国相结合的思想是对古今中外法制和道德自律思想的高度概括和科学总结,它根植于中外优秀思想而有所超越。     

大学生参与体育教改的调查与研究

运用教育学和现代管理学的理论与方法 ,对参加教改实验的九九级本科生进行问卷调查 ,得到他(她 )们对体育课程设置、体育教师、体育考核、体育场地器材建设、管理与使用、改进意见等反馈信息 ,并对反馈信息材料进行逻辑推理与研究 ,得出深化教改的对策     

黔东南州少数民族人口问题研究

根据黔东南州第5次人口普查资料,对黔东南州少数民族人口发展的现状、分布及存在的问题进行分析和研究,在此基础上对少数民族人口问题提出相应的对策和措施。     

Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard (6.NS.A.1). Students randomly assigned to receive text-based feedback (Condition A) or image-based feedback (Condition B) outperformed those randomly assigned to the correctness only group (Condition C). However, these differences were not statistically significant (F(2,108) = 1.394, p = .25). Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C. To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics.     

P2P技术研究综述

本文介绍了P2P的概念，详细阐述了P2P技术领域的研究现状，指出了该技术发展的不足以及需要进一步研究的问题。     

Engaging Minds in the Common Core: Integrating Standards for Student Engagement

With the implementation of Common Core State Standards (CCSS) many teachers continue to search for ways to engage students in the learning process while meeting the rigorous demands of the standards. Researchers suggest that by providing opportunities for higher order thinking, student choice, and creative ways to showcase knowledge, students will find engagement and motivation in the classroom. Many teachers of adolescent students struggle with ways to integrate these approaches while meeting the standards. The purpose of this article is to provide examples of engaging literacy strategies that focus on the Common Core State Standards for middle and high school students.     

2001年高考英语试卷分析

英语高考试卷的质量既关系到高等学校录取新生的质量，也对中学英语教学起到重要的导向作用，本文试以浙江，山东两省2001年高考英语答郑为例对2001年高考英语试卷的反馈和反拨作用进行分析，以期更好地指导英语教学和教研工作，并对某些问题提出讨论，供高考命题及中学教师教学参考。     

The unintended and intended academic consequences of educational reforms: the cases of Post-Soviet Estonia,Latvia and Russia

In this paper, we try to unravel some of the unintended and intended academic effects associated with post-Soviet educational reforms by focusing on three cases: Estonia, Latvia and Russia. We have chosen this comparison because a unique ‘natural experiment’ in the three countries allows us to compare the changing academic performance on an international test of a largely similar population in the three countries—Russian origin students attending Russian-medium schools—subjected to three variations of post-Soviet reforms. We find that relative to students in Russia, Russian-medium students in the Baltics made significant gains in the Programme for International Student Assessment (PISA) test. In Latvia, these appear to be an unintended effect of somewhat ‘softened’ state language policies, the conditions surrounding minority rights, and the general context of maintaining social cohesion. In Estonia, the (later) relative gains of Russian students appear to an intended effect of locally grown educational (and language) policies and increased, more effective cooperation with Russian medium schools to further improve PISA performance in a relatively high scoring, PISA-focused country.     

Students’ perspectives of early assessment tasks in their first-year at university

Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided.     

电影应用于大学英语听说教学的探索与实践

介绍了电影应用于大学英语听说课的实践及其效果。文中介绍了运用英语电影的理论依据、实施过程及学生的反馈。反馈结果表明电影在激发学生英语听说学习的积极性、增强自信心、提高表达能力和提升自主学习能力等方面起到了积极作用。