从《独立宣言》看美国的自由、法律与自治

本文从《独立宣言》分析自由，这一美国棱心政治价值观，指出宣言实际上是人民追求自由的产物。与此同时宣言的内容体现了美国人民崇尚法治的实质。而自由与法律恰好是在北美地方自治的基础上统一起来的。     

Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis

The current study was carried out within the framework of self-determination theory and aimed to investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement. Using multilevel analyses, main effects and interaction of autonomy support and structure provided at the classroom level were tested on behavioral, cognitive and emotional engagement. 744 ninth grade students from 51 classes completed a questionnaire about their engagement during language classes and their perceptions of the teacher's provision of autonomy support and structure. The results highlight the links between classroom context, especially structure, and the three components of engagement. Autonomy support has a complementary role as it was associated with emotional engagement. These results improve our understanding of the relationships between learning environment and engagement and provide more accurate indications to teachers and educators regarding the most effective ways to enhance students' engagement.     

Autonomous moral education is Socratic moral education: The Import of repeated activity in moral education out of evil and into virtue

Abstract

Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradiction with autonomous virtue. Furthermore, moral education seems to involve getting good at something through repetition; but Kant seems to eschew the notion of repeated natural activity as antithetical to autonomy. Things become even trickier once we remember that Kant also views autonomous human beings as radically evil: we are capable of choosing rationally and autonomously, but, left to our own devices, that same capacity for reason might tempt us to choose only out of a concern to satisfy our happiness. We thus need a moral education which realizes autonomy while dodging the dual bullets of external natural forces and internal evil forces. Ultimately, his concerns about external natural forces and internal evil forces do not lead Kant to reject either moral education or a role for repeated activity in it. Rather, he advocates a carefully circumscribed appeal to repeated activities within a course of Socratic moral education focused on encouraging the student, subjectively and first-personally, to claim her autonomy, resulting in the cheerful and vigilant exercise of virtue as an aptitude.     

现代信息技术在化学教学中的运用

现代信息技术在化学教学中的运用是化学教学改革自身发展的必然。现代信息技术帮助突破化学教学中的重点和难点，利用现代化教学媒体创设情景，激发学生兴趣，培养学生自主学习的能力。但也要正视其在传统教学手段中的使用价值，在教学中合理、正确的使用现代信息技术。     

Student Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades

Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012 Jang, H., Kim, E. J., &; Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. Retrieved from http://dx.doi.org/10.1037/a0028089[Crossref], [Web of Science ®] , [Google Scholar]). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes.     

Motivational predictors of young adolescents' participation in an outdoor adventure course: A self-determination theory approach

Abstract

Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students' participation in outdoor activities is an important area of study. The purpose of this study was to use the self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants' satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation, given some autonomy for decision-making and to have a positive and enjoyable experience during the programme.     

The Push and Pull of Stepfamily Life: The Contribution of Stepchildren's Autonomy and Connection-Seeking Behaviors to Role Development in Stepfamilies

Role negotiation in stepfamilies is an important process that involves and affects all family members. Although researchers have focused on stepparent role development and the influence of stepparents' behaviors, less attention has been given to the influence and experience of stepchildren in role development. This investigation examined the contribution of stepchildren to the type of stepparent roles developed in stepfamilies, as well as stepchildren's experience of role ambiguity and the impact of stepchildren's role content and clarity on relational quality. Fifty-two stepchildren completed questionnaires about their relationships and interaction with their stepparent during adolescence. Findings indicate that stepchildren's autonomy and connection-seeking behaviors predict stepchildren's reports of stepparent role types, stepchildren's reports of stepparents' warmth displays predict stepchildren's role ambiguity, and stepchildren's behavior and role ambiguity relate to their relational satisfaction. Suggestions for future research in this area are proposed.     

RELATIONSHIPS BETWEEN TEACHING SELF‐EFFICACY,WORK ENVIRONMENT AUTONOMY,AND TEACHER COMPETENCY AMONG EARLY CHILDHOOD PRESERVICE TEACHERS

Abstract

In this article, we examine the integration of science and mathematics teaching in early childhood education. We explore the meaning of integration and offer a rationale for integrating science and mathematics methods classes for pre‐service teachers. The case is made that pre‐service teachers should develop an understanding of the connections between mathematics and science so that they can be better prepared to teach with an emphasis on the connections between these two content areas.     

Organizational climate and its influence on brokers’ knowledge transfer activities: A structural equation modeling

The purpose of this paper is to gain a better understanding of the processes involved in transferring knowledge into action. Obviously an interesting subject of research, it is worthwhile delving into the role played by knowledge brokers in bridging the gap between research and practice. This paper investigates the relationship between organizational climate and brokers’ knowledge transfer activities. The structural equation model was tested, using survey data from 301 respondents who primarily carry out their professional activities in health services, such as knowledge brokers. The results suggest two major findings: first, that the organizational climate as a multidimensional concept has a direct positive impact on the brokers’ knowledge transfer activities; secondly, that the organizational climate, characterized by the autonomy granted to brokers and a cooperative climate play an indirect role in affecting the knowledge transfer activities through the mediation of the organizational support provided to brokers.     

对计算机辅助模式下外语自主学习的实证研究

主要研究计算机辅助模式是否能够有效地促进外语自主学习,从而明显改善学习者的外语成绩。以电子科技大学非英语专业学生作为研究对象,对比实验班在实验学期前后的英语听说成绩,实验班和控制班在实验学期后的英语读写成绩及英语期末成绩。