谈图书资料系列高级职称的评审条件

文章在对比教师系列和图书资料系列高级职称评审条件的基础上,指出图书资料系列高级职称评审条件的不足,并提出了科学合理、操作性强的建议.     

以"证"引领的中医学综合课程

中医学科范式、科学发展样式要求中医学课程模式与之相应,然而中医院校的中医学教学长期采用西医院校学科课程的模式,影响了中医学人才的培养。以“证”引领的中医学综合课程依“证”划分教学单元、分层组织教学,体现了中医学整体性、综合性的特点,使中医学理论、临床融为一体,理、法、方、药合而为一,赋中医学教学全新的理念,给教与学留下了创造的空间。     

美国教学档案袋评价述评

在美国,教师评价的代表性方式由原来的书面测验、课堂听课发展到教学档案评价.本文着重介绍教学档案的内涵、美国教学档案袋的开发和评价方法方面的经验,并评述教学档案袋评价的优势和不足.     

评估方案的特色与创新

本文结合对全国第一批26所高职高专院校人才培养水平评估的情况,分析了评估方案和评估手段的特色和创新.在评估结构、评估原则、技能测试、专题研讨、个别访谈、专业剖析12个方面进行了论述.     

典型矮塔斜拉桥地震风险概率评估方法研究

鉴于矮塔斜拉桥受力性能的特殊性,引入增量动力分析（IDA）和拉丁超立方体抽样（LHS）评估该结构在地震激励下发生损伤的风险概率。首先采用LHS考虑桥梁构件材料的随机性,与事先选取的地震波相结合形成桥梁-地震动样本集合;其次在确定桥梁有限元模型主要构件损伤指标的基础上采用基于蒙特卡罗（MC）抽样的IDA进行地震易损性分析和地震风险概率评估。为验证方法的正确性和有效性,对一预应力混凝土独塔双索面矮塔斜拉桥结构模型进行地震风险概率评估,结果表明:该方法既充分考虑了材料和地震输入双重随机性又避免了繁琐的积分过程,同时也提高了工程计算的效率及精度。     

A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

The purpose of this study was to compare pre-service teachers’ views of ethical issues in assessment practices in the US and China. Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China. Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China. American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading. Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation. The findings of this study can help build guidelines regarding ethical issues in classroom assessment.     

科技情报与科技智库的融合发展探析

与科技智库一样,面向科技创新决策提供支持服务一直都是科技情报的核心功能属性。本文从科技情报与科技智库机构发展的一体化、成果产出的趋同化和研究方法的定量化等三个角度,对当前科技情报与科技智库正呈出现融合发展的态势进行了分析研究。文章认为,随着我国大力推动中国特色新型智库的建设,科技情报与科技智库的融合发展,既给我国传统科技情报机构提供了新的发展机遇,也将加快推动我国科技智库体系的建设完善。     

Development and reliability of the KIM cycling scale – a measurement tool for the development process to cycling independently

ABSTRACT

Background: Cycling has gained more attention as an important lifelong physical activity. Learning to cycle independently without assistance is a milestone for most children that requires time and practice to master. Cycling was recently added to the motor development model and so a valid and reliable measure of cycling ability is required to allow accurate assessment of the skill. Cycling has many health benefits along with being a commonly reported physical activity globally and therefore is an important skill to promote in early childhood and throughout life. To date, there are no measurement tools examining the developmental process to independent cycling in the early childhood years. The current study aimed to develop and assess the inter-rater and test-retest reliability of the ‘KIM Cycling Scale’.

Methods: Development of the scale occurred in four phases: (1) development of criteria and stages, which used observation of children when learning to cycle and expert panels to develop the initial developmental stages, (2) review of instructions and criteria and pilot inter-rater and test-retest reliability, to ensure that the scale could be used as a standalone scale without requiring further instructions (3) cycling intervention, which allowed assessment of the developmental nature of children along the scale as they learn to cycle independently and to assess typical and alternate routes to independent cycling and (4) inter-rater and test-retest reliability.

Results: Ninety children took part in phase 1, thirty-six children took part in phase 2, seventy-four children took part in phase 3 and one hundred and forty-nine children took part in phase 4. All three hundred and forty-nine children were between 2 and 6 years. The developed scale included eight stages in total. The scale was found to have excellent inter-rater reliability (ICC?=?0.97, 95% CI?=?0.96–0.98) and good to excellent test-retest reliability [(ICC?=?0.91, 95% CI?=?0.87–0.94) & (ICC?=?0.90, 95% CI?=?0.85–0.93)]. Typical routes to independent cycling along the scale were examined and reported as being step-wise on all occasions except one where a two stage jump was as common as the step-wise route. Alternate routes were also reported.

Conclusion: The current study developed a reliable measurement tool for assessing children between 2 and 6 years of age on the developmental process to independent cycling. Having a cycling scale will allow teachers and practitioners to assess competence in cycling and moreover, track changes in skill development. Furthermore, parents could also use the scale to better understand and better asses their child’s progression when learning to cycle.     

基于因子分析和曲线拟合的集装箱吞吐量预测

为提高集装箱吞吐量的预测精度,提出基于因子分析和曲线拟合的集装箱吞吐量预测模型。以上海港为例,通过因子分析,分析影响集装箱吞吐量的主要因素,筛选出主因子,得到不同年份的综合经济发展值;再运用曲线拟合方法,建立以综合经济发展值为自变量,以集装箱吞吐量为因变量的三次曲线模型;运用自回归积分移动平均(autoregressive integrated moving average,ARIMA)模型预测2016—2020年的综合经济发展值,进而求得2016—2020年上海港集装箱吞吐量预测值。结果表明:该模型的拟合效果和预测精度均较高,可以运用到集装箱吞吐量预测中。给出上海港在国内经济新常态下转型升级的建议。     

Fair student assessment: A phenomenographic study on teachers’ conceptions

This research focuses on understanding teachers’ conceptions of what constitutes a fair assessment. In recent decades the number of studies seeking to learn about teachers’ conceptions on assessment has multiplied. The idea is simple, and involves the extent to which conceptions have an effect on what happens in practice. With this aim, a phenomenographic study was carried out to understand what is a fair assessment from teachers’ perspectives. Despite the importance of conducting phenomenographic studies in education, in Spain hardly any studies have used this methodology. Participants were 30 teachers at primary/secondary schools in Spain. The results show that teachers' conceptions of fair assessment were divided, some being more closely related to the principle of equality and others to equity. The conclusion of this study highlights the influence of the school context on teachers’ conceptions of what constitutes fair assessment (in the research, there were 15 teachers who worked in schools located in low socioeconomic status contexts and 15 who were in high socioeconomic status environments).