关注大学新生的不良心态变化

探讨大学新生的一些不良的心态变化及解决的途径。     

出口盈亏核算中的三个误区

外贸企业在出口合同商订时，必须进行报价盈亏核算。本文就出口报价盈亏核算的几个主要指标判别式的关联性及其存在的几个易混淆误区进行了简要阐述。     

阅读教学中应注意的几个问题

阅读是人类获取知识和审美体验的重要途径，对提高学生正确理解语言文字的能力具有重要作用。但是，目前语文教学中阅读活动仍有三大问题值得探讨：①阅读活动中的视角定位；②阅读活动中的角色定位；③阅读活动中的空间定位。     

河南省高校中年高级知识分子余暇体育现状及对策

对河南省高校中年高级知识分子余暇体育状况进行了调查,发现多数喜欢体育锻炼,且知道锻炼的基本知识,掌握一种科学锻炼方法。影响被调查对象参与锻炼的主要因素是工作、学习和场地设施。     

试论“交互”模式下的英语阅读教学

阅读是对书面信息进行认知构建的一个心理语言学过程，是有目的地获取书面信息的交际行为，这就是阅读的本质。认清阅读的本质，对英语阅读教学意义巨大。“交互”阅读教学模式最能体现阅读的本质，只有将这种教学模式应用于教学实际中才可能实行有效阅读教学和提高学生阅读水平。     

Effects of extracurricular activities on postsecondary completion for students with disabilities

The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic achievement, and adolescent development. Using the Educational Longitudinal Study dataset, the authors conducted logistic regression analyses to examine the relationship between participation in high school–sponsored extracurricular activities and postsecondary degree completion for students with disabilities. Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type of extracurricular activity. Students with disabilities who participate in high school extracurricular activities may have increased likelihood of completing a postsecondary degree. Implications for policy, practice, and future research are discussed.     

Citizenship education ‘goes global’: extra-curricular learning in an overseas campus of a British civic university

Active citizenship is increasingly being framed in the context of lifelong and life-wide learning. However, research on young people’s participation in and experience of different forms of civic practice, particularly in informal settings in different sociocultural contexts, is scarce. Consequently, little is known about how these experiences shape their learning about active citizenship, their understanding of the self and their relationship to society. This paper reports findings from a small-scale qualitative research on students’ experiences of participation in extra-curricular activities (ECAs) in a UK Transnational Higher Education institution in China, in relation to the development of active citizenship and lifelong learning capacity. The findings suggest ECAs can provide opportunities for students to accumulate knowledge and develop skills, attitudes and values that underpin the promotion of active citizenship, while developing habits and skills essential for lifelong learning.     

Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?

Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction.     

Beyond ‘export education’: aspiring to put students at the heart of a university’s internationalisation strategy

For many universities around the world, internationalisation means the recruitment of fee-paying international students (so-called export education) for primarily commercial reasons. For UK universities, international (non-European Union) students account for approximately 13% of their annual revenues, making them highly dependent on international student recruitment. This paper discusses the attempt by one UK university to change direction and develop a new approach to internationalisation which puts an international learning experience for all students at the heart of its new strategic plan. It discusses the obstacles to changing direction in this way and shares some of the lessons learned about how to roll out an alternative university-wide internationalisation strategy.     

Reading to Learn or Learning to Read? Engaging College Students in Course Readings

Despite instructors' belief that class readings are integral to the learning process, only 20–30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete course readings: 1) unpreparedness, 2) lack of motivation, 3) time constraints, and 4) an underestimation of reading importance. We then identify approaches that encourage students to read, enjoy reading, and develop metacognitive knowledge, shown to improve learning.