21世纪以来中日高等教育改革比较分析

普及高等教育和提高高等教育质量是21世纪高等教育改革的重要课题。本文对21世纪社会与经济的发展背景下中日两国高等教育的体系和师资、高等教育质量、高等教育费用等几方面问题进行了比较分析,归纳了中日两国高等教育在重组与合并、人才培养方案改革、高等教育经费多元化、国际化教育等方面的不同改革措施,提出了日本高等教育改革对我国高等教育改革与发展的启示。     

The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.     

高等学校校长办公室协调职能初探

随着高校改革的深化、高等学校的内部管理体制也进一步走向制度化、科学化、作为学校指标系统中的重要部门，校长办公室的功能，作用也在发生深刻的变化，其中协调职能变得越来越重要。为适应高校管理的新情况，校长办公室协调工作的基本原则应该是：1．坚持整体性原则；2．坚持实事求是、公正合理原则；3．坚持原则性与灵活性相结合的原则；4．坚持服务性原则。协调工作的基本方法是：1．将协调工作寓于协商之中；2．组织协作解决协调的问题；3．充分发挥校领导的权威作用；4．发扬民主贯彻以人为本的原则。     

A Critical Examination of Three Factors in the Decline of Proof

Proof seems to have been losing ground in the secondary mathematics curriculum despite its importance in mathematical theory and practice. The present paper critically examines three specific factors that have lent impetus to the decline of proof in the curriculum: a) The idea that proof need be taught only to those students who intend to pursue post-secondary education, b) the view that deductive proof need no longer be taught because heuristic techniques are more useful than proof in developing skills in reasoning and justification, c) the idea that deductive proof might profitably be abandoned in the classroom in favour of a dynamic visual approach to mathematical justification. The paper concludes that proof should be an essential component in mathematics education at all levels and compatible with both heuristic techniques and dynamic visual approaches.     

学生发展：本科教学质量监测评估的新视角

中国高等教育规模经历超常规扩张后,质量成为核心议题。监测评估是国际通行的质量保障方式之一。我国目前的高等教育质量监测评估偏重于资源或投入性指标,对人才培养的过程和人才培养成果的监测尚待进一步完善。文章探讨学生发展理论及其在高等教育评估中的应用,通过专家调查法等研究方法建立了一套基于学生发展的本科教学质量监测评估指标体系。从学生发展的视角,通过增值评价的路径,监测高等教育人才培养的过程和成效。     

The eye-mind of processing written feedback: Unraveling how students read and use feedback for revision

This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 students using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students' revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.     

普职比究竟多少合适？

教育部发布的《全国普通高等学校名单》显示,我国本科院校数减少,高职院校数增加。在高等教育普及化时代,如何理解这一调整？文章提出,要推进职普协调发展,必须调整高等教育结构,最终淡化“层次教育”“类型教育”概念,从满足社会的人才需求出发,给受教育者适合的教育。     

Differences of math anxiety groups based on two measurements,MASS and EEG

This article investigated how mathematic anxiety (MA) of Korean middle school students could be reduced by comparing analytically their cognitive neuroscience and questionnaire results. We developed a three-hour Complex Treatment Program (CTP) on quadratic functions for the study. In the summer of 2016, we collected data of the pre and post MA questionnaires by Mathematics Anxiety Scale for Students (MASS), the percent of correct answers (PCA) and reaction time (RT) by E-prime program, and also brain-imaging data of the event related potentials (ERP) by Electroencephalograph (EEG) using computer-based functional F-G model. The result indicated the CTP to be effective with the group with higher math anxiety and the group with higher achievement respectively. The MASS result was verified with the better performance of PCA on type G, which was measured by E-prime program. Some interesting patterns were revealed on brain-imaging data by EEG, indicating more brain activities with the MA groups.     

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention.     

Effects from audit culture and neoliberalism on university teaching: an autoethnographic perspective

Spanish university culture revolves mainly around the evaluation of professionals on the basis of the amount of work published in high-impact journals (weight assessments). The paper is shaped as an autoethnography, focusing mainly on the author’s life at university. Data collection and analysis set off from 2011, during the lecturer’s first year of working at university. The research aims principally at reflecting upon the highly demanding processes undergone by a lecturer, which might have a negative impact on other personal and professional domains. However, we also seek to show the weaknesses of the accreditation system as well as to consider the need to design a system that is able to put the emphasis back on the value of real academic work.