试论研究性学习评价的价值取向

研究性学习的提出与实施，适应了21世纪对于人的全面发展的要求。而研究性学习评价的价值取向则要定位于学生人格的和谐发展、多元化发展，关注学习过程的体验和学生人文精神的张扬，使学生具有自我发展的能力，实现评价主体与客体的统一。     

Very long-term retention of the control of variables strategy following a brief intervention

Middle school students (n = 354) were tested for their understanding of the control of variables strategy (CVS) 2.5 years after participating in a study comparing three different interventions for teaching CVS. The key finding was that the pattern of effects observed in the 4^th grade continued to be observed in the 6^th grade. This was because (a) students who had mastered CVS in the 4^th grade were likely to continue to perform at mastery levels in the 6^th grade whereas (b) the learning of students who had not mastered CVS in 4^th grade was independent of the teaching intervention they had received in the 4^th-grade study. These findings demonstrate that a brief intervention of direct instruction in CVS can produce long-lasting learning of the principle of controlling variables.     

Designing and using an organisational culture inquiry tool to glimpse the relational nature of leadership and organisational culture within a South Australian primary school

This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called ‘dynamic inter-relationships’ and a ‘commitment to ongoing growth’ manifesting as key themes across the qualitative survey data generated by the school’s participants, we found the individual strengths of staff served the ‘on-going formation of organisational life’. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school’s leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was ‘fit for purpose’ as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school’s relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school.     

浅论高校图书馆对研究性学习的支持

高校研究性学习的开展与实施离不开高校图书馆各方面的支持与服务。本文从我国的《教育改革与发展规划纲要》出发,阐明了在当今的知识经济时代研究性学习开展的必要性与紧迫性;通过对研究性学习涵义与特征的分析,提出了高校图书馆研究性学习的支持措施。     

基于数字化博物馆的研究性学习及其设计案例

数字化博物馆综合了网络、多媒体的优势和实体博物馆的功能,为非正式学习和终身教育的开展提供了有效支持。从研究性学习与数字化博物馆的基本概念入手,以Webquest模式为例,分析了基于数字化博物馆的研究性学习及其存在问题,在介绍国外案例的基础上,设计了一个基于数字化博物馆的研究性学习活动。     

论亚当·斯密的教育经济思想

亚当·斯密是英国杰出的古典经济学家,《国富论》是他留给人类的不朽名著。这部著作富含教育经济思想。文章从教育与社会经济发展的关系、教育与人力资本的关系、教育与就业的关系以及教育成本分担四个方面分析了斯密的教育经济思想。     

基于问题探究式方法在高等代数教学中的应用——以浙江大学为例

基于问题探究式教学是以学生为主体,教师预先提出问题并引发学生探究,学生以小组合作的方式进行探究式学习.以浙江大学高等代数（下册）为例,介绍基于问题探究式的教学策略和教学方法.实践表明,该方法在一定程度上有利于培养学生的探究意识和学习兴趣,有利于提高学生解决问题的能力.     

基于Matlab的数字图像处理教学

为了吸引学生研究兴趣,方便验证猜想,培养编程能力,我们根据数字图像处理课程的特点,提出一种基于Matlab的探究性教学方法,以运动模糊图像复原、图像边缘提取、多阈值图像分割三个案例,以相应的Matlab软件代码对仿真的结果进行了分析.仿真表明：Matlab可以快速实现且显示难以理解的教学案例,且开发效率高,程序简洁.Matlab是一种较好的提高教学效果的仿真工具,适用于数字教学的图像处理.     

Memcached应用研究

Memcached作为目前最杰出的内存缓存技术,应用越来越多。本文从Memcached产生的背景出发,阐述了它在高负载动态网站减轻数据库负担的原理及其应用场景,并对Memcached进行了简单的应用测试,分析了Memcached的内存管理方式相对于传统内存管理的优点。     

探究式教学法在《有机化学》教学中的应用

阐述了有机化学的教学现状及探究式教学的实质,强调了在有机化学教学中应用探究式教学的必要性,并列举实施探究式教学的程序及实施实例。