中美医学考试中人文内容设置探讨

美国医师执照考试(USMLE)历来重视行为科学,美国医学院入学考试(MCAT)近期也进行了改革,增加了大量人文内容,以期提高准医生们的交流与沟通能力。本文选取两个相似度较高的中国医学考试项目进行对比,对加入人文内容的意义进行分析与探讨,建议提高人文科学类试题比例,引导医学院校调整课程设置,并探索不同的考核方式以提升医学考试的评估功能。     

Question Bias and Violations of Comparability in Intraparty Debates: Iowa and New Hampshire, 2004

Televised political debates are highly effective tools for familiarizing prospective voters with the field of candidates during primary campaigns. However, the questions journalists ask in such debates often diminish the degree to which viewers can truly compare one candidate to the next. An analysis of questions asked in two debates at the height of the 2004 primaries finds the standard of comparability repeatedly violated as well as a clear pattern of inequity in the distribution of questions among candidates. Questions asked in these crucial debates imposed labels and domains on the candidates, through a particularly hostile line of questioning directed at the viable contenders. This article provides a tool for identifying question bias and emphasizes the need to address this understudied aspect of debates in light of its importance.     

"双师型"教师培养的探索

本文评述了高职师资队伍现状和师资队伍建设的重要性,探索通过实施“青蓝”工程和产学研结合培养“双师型”教师的途径。     

重视社会经验 尊重学生需要 关注全面发展——感悟PISA科学测试

PISA测试是对15岁中学生进行的一种国际性评价。主要在阅读素养、科学素养和数学素养三个领域进行测试。PISA 2006评价的重点是科学素养。PISA科学试题的特点在于把要考查的知识与技能放在真实的情境中进行,让学生充分了解所学科学知识与生产和生活的关系,既注重对科学知识的综合考查,也注重对科学态度的考查,题目形式多样,内容科学严谨。PISA测试引导我们在教学过程中要努力创设真实情境,培养学生运用所学知识解决实际问题的能力,帮助学生取得社会经验,同时关注学习过程,鼓励创新思维。这也恰恰和目前我国的基础教育课程改革相一致。     

Tutor learning: the role of explaining and responding to questions

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.     

关联论对专业英语口语课堂教学的启示

与基础英语口语的课堂教学相比，专业英语口语课堂教学有其自身的特点。课堂组织教学难度较大，不易取得师生互动效果。为此，把关联理论引进其课堂教学实践，具有很强的可行性和实用性。     

近二十年来明末清初女词人群体研究回顾

女性词人研究是中国古代女性研究中重要的一环。本文在分析明末清初女词人群体研究热点和重点的基础上,分析了女词人研究所取得的成就,同时也指出了研究的不足和存在的问题。     

贫困大学生心理问题及引导策略

贫困大学生普遍存在着人际关系敏感、心理焦虑、抑郁、内向和不稳定、自卑和心理负担过重等心理问题。其成因与经济贫困、文化落后、父母教养方式、校园文化环境等有着密切关系。贫困大学生心理问题的引导策略主要有:贫困观教育与人格教育相结合、优化校园文化环境与改善社会环境相结合、提供经济资助与培养自尊意识相结合、加强思想道德建设与开展心理健康教育相结合。     

遗传算法在无纸化考试系统中实现随机抽题

随机抽题是无纸化考试系统要解决的一个重要问题。本文介绍了应用演化计算的三大分支之一的遗传算法实现随机抽题问题,详细阐述了遗传算法的主要思想、随机抽题问题的编码表示、适应性函数和遗传算子的设计、淘汰策略和停机准则的选择,并用Delphi给出关键模块的详细代码及其相关分析。     

论法学创新素质教育中的苏格拉底教学法

素质教育的核心是培养学生的创新素质。在诸多与此相应的教学方法中，源远流长、影响巨大的当属苏格拉底教学法。它通过问答、交谈、辩论等引导学生深入思考，助其发现正确答案。有效讲授、提问、倾听并即时反馈是谊教学法的三个关键环节。它所构建的是培养学生创新思维、发现真理能力的师生互动教学模式。我们应当使用包括案例教学、模拟法庭、课堂辩论等在内的多元化教学手段和方法，使苏格拉底教学法在现代社套发展和延伸。