高校体育教师专业化的发展策略研究

通过对高校体育教师专业化内涵的分析,在探讨高校体育教师专业化标准的基础上,提出高校体育教师专业化的发展策略：应构建高校体育教师教育专业化模式;优化高校体育教师教育的课程结构;加强高校体育教育理论与体育专业实践的结合;加强高校体育教师的职业理想和职业伦理教育;完善体育教师资格准入制度．     

Prospective teachers' metaphorical conceptualizations of learner

This study investigated the metaphorical images that prospective teachers in Turkey formulated to describe learners. Participants (N = 2847) completed the prompt “A student is like … because …” to indicate their conceptualizations of learner. Data were analyzed both qualitatively and quantitatively. Altogether 98 well-articulated metaphorical images were identified and 12 conceptual themes were developed. Significant associations were detected between teacher trainees' gender, programme type and status in programme, and the 12 conceptual themes. Metaphors provided a cognitive lens into prospective teachers' thinking and cognition. Implications for teacher education and further research are discussed.     

普通高中教育机会阶层差异的公平性考量

制度化教育体系内的普通高中教育具有多重角色。这些角色一方面默许和加剧着高中教育机会获得中的阶层差异,另一方面则使得对这种差异的公平性考量变得复杂化。而场域自身特定的运行逻辑,更使得教育在公平与合理间难以保持平衡,进而也表明对高中教育公平的追求只是相对的、有限的。     

决策树技术在移动学习性别差异研究中的应用

基于对近千名高等教育移动学习者进行大规模调查所收集到的数据,研究者使用C5.0算法分别生成男女生群体关于课件使用满意度的决策树,然后比较从中提取的不满意规则进行性别差异研究。实验结果表明:在移动学习中,女生对学习资料有更高的要求,女生对学习资料要求的个体差异高于男生,女生使用课件时更容易受外界因素干扰。     

听力学习成功者与不成功者在认知策略上的差异

该文采用定量与定性相结合的方法,对高三学生英语听力认知策略的差异性进行了调查.结果发现英语听力学习成功者比不成功者更多地使用了推理策略和联想发挥策略;两组学生都对母语有一定程度的依赖,但不成功组对母语的依赖程度更深;成功者比不成功者能更灵活有效地使用听力策略,而策略使用的有效性与学生的语言水平以及学生的短期记忆能力等语言学能密切相关.     

韩国发展障碍者自权主张运动的背景与课题

本研究在韩国发展障碍者自权主张运动的背景和课题上,收集资料并进行了分析,概括研究结果,获得如下的结论:韩国发展障碍者自权主张运动的开始与韩国社会对残疾人态度变化有关,受到了美国"以人为本"思想的影响,是为了宣传发展障碍者也跟正常人一样而展开的运动。为此召开了四次自权主张大会,为自权主张运动领导人每年进行两次培训,出版了7种相关资料。以市·郡,市·道为单位构建了"互助互爱协会"联盟。韩国发展障碍者自权主张运动短期内有了一定的发展,为以后的发展指出了几个课题。课题包括确保会员及会员管理、对会员教育和领导人培养支援的问题、确保后援会及赞助方案。作为草根运动,市·郡,市·道联盟的发展,带来了全国联盟的创建,并与世界联盟交流。为了韩国发展障碍者自权主张运动的成功,要与社会携手,宣传该运动的必要性,要得到父母、教师、专家、社会福利会的支援,努力争取政府的财政支援。     

检索刊物的发展模式与优化选择策略

本文详细的讨述了不同媒体的检索刊物性能及发展模式,探讨了订购不同媒体检索刊物选择方式。     

A final flowering of the developmental state: The IT policy experiment of the Korean Information Infrastructure, 1995–2005

In contrast to the private-led initiative typified by the U.S. Information Superhighway project in the early 90s, the Korean government was in the forefront of directing the Korean Information Infrastructure (KII) project (1995–2005), which was aimed at building a nationwide broadband backbone network. This study first looks at how the developmental mechanism of Korea during the KII project signifies the weaker status of the civilian government of the 90s. This study then shows how in the KII project, the government served primarily as a moderator mediating conflicts between the private sector and the relevant public agencies. To describe the close state–capital linkages in the KII project, this study focuses on the government's financial investment system for enticing the private sector to install the IT infrastructure, the neatly coordinated policy networks between the public and private entities, and the policy discourses by which the government achieved a national consensus on IT-driven economic development.     

How does phonological awareness relate to nonword reading skill amongst poor readers?

This study examined phonological awareness at the level of phonemes and rhyme and related this to nonword naming ability. Poor readers were compared with 11 year old chronological-age controls and 8 year old reading-age controls. The poor reader group was impaired for chronological age in all tasks, and impaired for reading age at nonword naming and phoneme deletion. The poor readers' rhyming skills, however, were commensurate with reading age. Individual variation was observed together with exceptions to the group findings; most poor readers performed within the range of the reading-age controls on the phonological tasks and in nonword naming. Dissociations in phonological skills were evident, including indications that intact awareness of rhyme may not be a prerequisite for the development of phoneme awareness. Furthermore, phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Therefore, phoneme awareness may be more important than rhyming skill in understanding reading disorders.     

An alternative to social learning theory: Discussion of papers by Whitehurst,Zimmerman, and Brody

Social learning theory, in explaining cognitive development, fails to account for rule invariance in the face of capricious and informationally impoverished experience, offers no explanatory mechanism for the process by which systems of abstract rules are acquired, and offers less flexibility than alternative explanations based on operations and reflective abstraction.