创造有意义的学习经历——对高校人文素质教育的思考

如何提高高校人文素质教育质量,美国著名的教育学者迪·芬克提出的创造有意义的学习经历这一教育理念值得我们借鉴。创造有意义的学习经历可以突破传统的教育思维,从思想到行动进行人文素质教育全面建构,缩短人文素质教育与社会实践的距离。我们可以从课堂上,设计与实施主题交流、课堂辩论、模拟情境、小组学习、案例教学等有意义的学习经历,同时,设计和增加服务学习、体验学习、观察学习、真实项目等有意义的课外学习经历。     

The Experience of Doctoral Studies in the UK and France: differences in epistemology,research objects and training

This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies.     

Interest,enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school.     

土耳其世锦赛美国男篮获胜因素分析

运用文献资料、数理统计和对比分析等方法,对美国男篮在土耳其世锦赛上的获胜因素进行分析,结果表明,美国男篮获胜的因素是：谦卑踏实的对待态度、合理的战术运用、超强的攻防能力、坚定的信心与精湛技术的结合。     

关于空间实验室(站)发展技术途径的思考

苏联/俄罗斯、美国、欧洲和日本等国已先后发展了载人航天器。虽然他们采用了不同的战略和途径,但总的技术路线都是先研制技术较为简单、载人时间较短的空间实验室,然后研制技术较为复杂、载人时间较长、用途更为广泛的空间站。由于各国在发展空间实验室（站）的模式上有很大差异,因此所获得的成果也有天壤之别。通过分析、归纳和比较国外空间实验室（站）的发展技术途径,可以发现不少值得借鉴的经验与教训,对我国空间实验室（站）的发展战略和技术途径有一定启示。     

幼儿园科学教育中自主探究的生态化简析

自主探究是幼儿学习科学的基本方式,然而当前的科学教育中,自主探究被片面误解为动手操作,探究内容脱离幼儿生活经验,忽视幼儿的情感体验。基于生态主义系统的视角,科学教育中幼儿自主探究的生态化应从目标、内容、形式和环境四个维度入手,使自主探究焕发其内在生命力。     

新建本科院校大学生课程学习参与的调查研究——以HH学院为例

以HH学院为调查对象,以美国印第安纳大学编制的《大学生就读经验问卷》为调查工具,就大学生课程学习参与的情况进行调查与分析,发现学生课程学习参与程度在不同年级、专业间差别较大,其中艺术类专业学生课堂活动的参与程度较高,理工科学生学习兴趣较弱。文科专业学生在综合运用知识解决实际问题能力方面排名较低。继而提出针对性的对策建议。     

Major Survey Findings of Listening to MothersSM III: New Mothers Speak Out: Report of National Surveys of Women’s Childbearing Experiences ? Conducted October–December 2012 and January–April 2013

To understand the experiences and views of childbearing women in the United States and trends over time, Childbirth Connection carried out the third national Listening to Mothers survey among 2,400 women who gave birth in U.S. hospitals to a single baby from mid-2011 to mid-2012 and could participate in English. A follow-up survey directed to the same participants explored postpartum experiences, in depth and well into the second year after birth; views about maternity care; and some additional pregnancy and birth items. Harris Interactive conducted the surveys using a validated methodology that includes data weighting to ensure that results closely reflect the target population. The follow-up survey was reported in Listening to Mothers III: New Mothers Speak Out.     

Bullying, ‘cussing’ and ‘mucking about’: complexities in tackling homophobia in three secondary schools in south London,UK

In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools – a co-educational, boys' and girls' school – were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled – and distinguished bullying from ‘cussing’, ‘taking the mick’ and ‘mucking about’. Work carried out in schools had influenced pupils to consider homophobia and its effects – although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.     

民办高校的发展对公立大学教学及管理的启示

民办高校办学的成功,为社会培养了许多优秀人才.本文通过近年来国内民办高校的形成、发展和现状的分析研究,总结了部分民办高校办学成功的经验,并深层剖析其办学成功的因素,为国立大学的改革及发展提供了一定的启示.