浅谈资料工作若干观念的转变

本文着重从现代社会的实际出发，介绍了资料工作的重要性，及树立资料工作情报化观念、网络化观念、现代化观念的重要性。     

Same mission, same methods, same results? Academic and religious outcomes from different models of Catholic schooling

A study of comprehensive schools in one English local education authority shows two Catholic schools at opposite ends of the effectiveness spectrum in helping pupils achieve examination success. Subsequent investigation of their understanding and interpretation of Catholic education finds them to represent two paradigms of Catholic school. Some possible causal relationships are explored between their values, attitudes and practices and their pupils' academic achievement.     

论远程开放教学条件下教师角色的转变

教师角色转变是远程教学理论研究的重要课题,远程教学者究竟应当承担什么样的角色以及如何实现角色转变是他们最为迷惑也最为关切的问题.远程教学者要以平等主体、支架主体和导师主体的身份参与到远程教学中去,通过更新角色观念、拓展角色技能、优化角色策略以促进教师角色的顺利转变.     

试论高校人力资源管理中的激励运用

在高校人事制度不断深化改革的今天,高校在人力资源管理中要充分发挥激励作用,以人为本、竭诚服务。以聘用制改革为契机,深化人事管理体制改革,搞活校内分配办法,深化分配制度改革,建立完善的绩效考核制度,配套发挥各类措施的激励作用。充分调动人的积极性、创造性,挖掘人力资源的潜能,使现有人力资源的效能得到最大限度的发挥。     

A preliminary research on middle school students’ academic subjective well-being and its major influential factors

This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school students’ academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective well-being of middle school students is generally low and there exist differences in different schools and grades. Students from non-key middle schools have lower academic subjective well-being than those from the key schools. Grade 2 students in both junior and senior middle schools have the lowest academic subjective well-being. (2) Factors directly affecting middle school students’ academic subjective well-being are academic experience and the present academic achievements · · with the former playing a major role. (3) Factors indirectly influencing middle school students’ academic subjective well-being are social pressure and expected academic achievements, both of which influence students’ academic subjective well-being through students’ academic experience or their present academic achievements. __________ Translated from Educational Research and Experiment, 2004:4     

Effects of personality traits and social status on academic achievement: Gender differences

This study investigates the contribution of personality traits (HEXACO traits and Schizotypy) and social status dimensions (sociometric and perceived popularity) in understanding boys’ and girls’ respective academic achievement. The sample included 163 elementary school students from Serbia, aged 14–15 (87 girls and 76 boys). Regression analysis reveals that personality traits explain a similar amount of academic achievement variance in two gender groups (22% vs. 20% in girls’ favor), but social status proves to be a better predictor of academic achievement for boys (27% vs. 4% in boys’ favor). High Conscientiousness, perceived popularity as well as low extraversion turned out to be related to girls’ academic achievement. Low Schizotypy and Honesty‐Humility, as well as high openness, sociometric, and perceived popularity turned out to be related to boys’ academic achievement. Conscientiousness appears not to be related to boys’ academic achievement. The results are discussed and recommendations for improving educational practices are offered.     

从田径科研和田径比赛成绩分析高校田径高水平队存在的部分问题

通过对《中国中文核心期刊要目总览》中所列的体育类13种核心期刊关于田径方面的研究论文与参加第5界和第9界全国大学生田径锦标赛的成绩进行分析,结果表明:我国大学田径理论与实践相互脱节.因此,大学理论与实践相结合的现实问题仍然是高水平运动队面临的一个重要问题.     

高等几何的群论观点对初等几何的指导作用

本文从仿射变换，仿射性质、仿射量，仿射对应图形入手，通过实例，分析、探讨高等几何的群论观点对于初等几何的指导作用，在较高层面上认识几何空间的基本特性、研究方法、内在联系、确认几何学的本质，以便更深入地认识和掌握初等几何，指导初等几何的教学与研究，居高临下地认识初等几何的内涵与外延。同时，进一步认识到高等几何不仅在提高观点方面具有独特作用，而且在论证方法，思考问题等方面具有独特的巧妙、灵活等特点。     

师范大学的特色发展战略和高师改革趋向

“十五”期间,以北京师范大学为代表的高师院校积极推进战略转型,取得了显著成效。但由于实现战略转型所需要的政策和支持条件的缺失,从整体上看,当前我国高师院校的改革发展,依然缺乏明确的方向感。“十一五”期间,师范大学的两大战略任务是实现战略转型和强化教师教育特色。北京师范大学将实施教师教育发展战略,整合教育研究和教师教育资源,成立教育学部,从体制上保障特色发展战略的实现,这也是实现战略转型的应有之义。     

浅谈多元智力理论与教师角色转换

美国哈佛大学教授、发展心理学家加德纳提出的多元智力理论,在当前西方的教育教学改革中产生了广泛的积极影响,已经成为许多西方国家上世纪90年代以来教育教学改革的重要指导思想。多元智力理论打破了传统智力理论,认为智力是多元的,不是单一的,每一个受教育者都是独特的,都以个别的方式对人类的文化做出有价值的贡献。在我国教育改革不断深化、素质教育全面推进的新形势下,研究借鉴加德纳多元智力理论,为教师角色的转换提供有益的启示:从传授知识的严师转为学生发展的促进者;由课程的忠实执行者转为课程的探究者;构建教学双主体之间平等、和谐的新型师生关系。