Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.     

Unpacking teachers’ intentions to integrate technology: A meta-analysis

The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed.     

英国文学现实主义风格的形成

＂愤怒的青年＂的文学创作是对19世纪英国传统现实主义文学的继承和发展,是来自英国社会底层的人们对其生存意义的严肃思考,是对英国资本主义社会种种尖锐矛盾的揭露。＂愤怒的青年＂的现实主义风格的形成是第二次世界大战后英国社会发展的必然结果,有着极其重要的社会意义和文学地位。     

论五代宋初山水画的写实精神

五代宋初北派山水画是中国山水画发展史上的第一座高峰,其中的自然主义思想影响了中国山水画后世的发展,其图式与风格成为后世的典范,表现出的理性的光辉照亮了整个山水画发展的历程,表达出的意境成为文人向往的理想境界。五代宋初山水画风偏于写实,这种风格的形成经过了各种因素的积累和沉淀,最终达到了一个高峰。     

马克思再生产模型中的最高、最低积累率

马克思的两部类再生产模型中的各部类和全社会最高与最低积累率问题,是尚未获得完满解决的难点问题。本文运用单调函数的性质和求函数最大、最小值方法,通过解析,给出了静态意义下的各部类和全社会最高及最低积累率与两个部类结构参数的函数关系式。并且引用和借鉴《资本论》中的举例,对给出的函数关系式做了算例验证。     

台车式支盘成形机接长杆的结构设计

分析了目前支盘成形机的接长杆存在的问题,提出一种台车式支盘机接长杆,主要包括无缝钢管、槽钢、连接头、圆柱销,连接锁。与原有的接长杆相比,该接长杆重量轻,安装和拆卸便捷,实现了主机的准确自动转位和定位,从而提高了施工效率和支盘成形质量,进一步促进了支盘成形机的推广使用。     

塔里木盆地塔中地区奥陶系裂缝储层发育特征及预测

裂缝是塔里木盆地奥陶系碳酸盐岩沉积的重要渗流通道和储集空间,因此裂缝研究对油气藏开发具有重要意义。利用岩心、测井等资料对裂缝识别,选择裂缝相关参数（如线密度及充填性等）予以统计,研究塔中地区裂缝发育垂向及平面分布规律。结合裂缝发育规律,研究裂缝发育受岩性、层厚、断层及岩溶的影响关系。主要基于地质统计方法,预测塔中地区奥陶系裂缝发育的有利区带集中在主要断裂带附近及断裂带交汇处。预测的有利区带与其他方法如三维有限元数值模拟方法预测的区带一致。     

数学教育的若干基本矛盾辨析

事物的运动和发展的根本原因在于事物内部的矛盾性,矛盾分析法是最根本的认识方法之一。从不同的视角出发,数学教育表现出不同的矛盾关系。从教育任务看,表现为内容无限性与时间有限性的矛盾;从课程发展看,表现为稳定性与变革性的矛盾;从教育价值看,表现为期望与现实的矛盾;从学习方式看,表现为直接经验与间接经验的矛盾。     

Using students’ feedback for teacher education: measurement invariance across pre-service teacher-rated and student-rated aspects of quality of teaching

Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching.     

湖南外商直接投资状况分析

随着湖南省对外开放程度不断提高,外商直接投资规模不断增长且对省域经济产生日益重要的影响.从湖南省外商直接投资规模,外资企业平均规模,来源结构,投资的产业结构及空间分布等几个方面考察湖南外商直接投资的状况,分析其变动基本趋势及对区域经济发展产生的影响,为促进湖南省经济稳步发展,区域经济平衡、调整产业结构和合理引进外资提供...