教师行动研究之意义探析

教师行动研究包含一系列的教学科研实践活动,教师通过观察课堂教学行为,反思教学过程,评估教学效果,进而改进课堂教学。教师行动研究能够创设有效课堂教学环境,创新课程教学模式,促进教师专业发展。     

Relative efficiency of R&D activities: A cross-country study accounting for environmental factors in the DEA approach

This paper applies the production framework associated with the data envelopment analysis (DEA) method to evaluate the relative efficiency of R&D activities across countries. R&D capital stocks and manpower are treated as inputs while patents and academic publications are considered as outputs. A three-stage approach, which involves using DEA for evaluating efficiency and using Tobit regressions for controlling the external environment, is applied to 30 countries in recent years. The results show that less than one-half of the countries are fully efficient in R&D activities and that more than two-thirds are at the stage of increasing returns to scale. Most countries have a more significant advantage in producing SCI cum EI publications than in generating patents.     

我国复印机、打印机和传真机能效测试方法研究

GB21521-2014《复印机、打印机和传真机能效限定值及能效等级》将于2015-01-01实施,新版标准的限值相比原版标准有了大幅度的提高,测试方法也做出相应调整,本文通过分析新版标准的测试方法,介绍了检测项目及技术要求,并提出在测试过程中应该注意的事项。     

Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands

This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research.     

阅读能力的内涵与测试

阅读是获取语言知识直接，最有效的方法，阅读能力则是衡量掌握语言综合能力的一项重要标志，对于英语教师和测试工作来说，理解阅读能力的内涵及其与测试之间的关系，科学地，有效地测试学习的英语阅读能力，对于提高课堂教学的效率和学习的兴趣，公平，客观地衡量，检测教学效果是非常重要的。     

如何解决英语泛读中的词汇问题

英语泛读教学往往强调训练学生的阅读速度和理解能力，而不注重词汇教学。但词汇问题势必妨碍速度和理解能力的提高。本文就如何扩大学生的阅读词汇略抒管见。     

Exploring literacy and growth: An analysis of three communities of readers in urban Senegal

This paper consists of two parts. The first part reviews how the arguments supporting literacy education have changed over the last five decades. Although there has been a shift in emphasis from economic to socio-cultural and personal dimensions, literacy is still considered mainly as an instrument for economic growth and poverty alleviation. The second part presents a case study of three different establishments which provide reading materials in urban Senegal. The analysis indicates that people are more likely to practise reading when they have access to materials which genuinely interest them. These materials are not necessarily about development or livelihood—themes often judged as ‘appropriate’ for socio-economic growth by policy makers and practitioners. People read stories and history books for their own pleasure – rather than out of a sense of duty – to transcend the mundane routine of their daily lives. This ‘reading for pleasure’ aspect needs to be taken more account of in literacy education.     

阅读媒介会导致发展性阅读障碍吗——一项面向学龄儿童群体的实证研究

随着数字技术的发展,多元化阅读媒体影响着读者的阅读行为、阅读方法和阅读认知能力。本研究采用实验法,以学龄儿童为被试对象,对其纸质阅读与数字阅读的表现进行分析,探究阅读媒介对各项阅读认知能力产生的影响,以及儿童在自然条件下使用纸质媒介和数字媒介进行阅读时发展性阅读障碍发生率的差异,为发展性阅读障碍阅读干预研究提供参考。研究发现,阅读媒介会影响发展性阅读障碍的发生率,数字媒介环境下发展性阅读障碍的发生率明显高于纸质媒介环境。采用数字媒介阅读时,发展性阅读障碍儿童语音能力比纸质阅读时的表现逊色,汉字识别能力、同音语素能力、多义语素能力、阅读理解能力则不存在显著差异。同时,实验还发现存在一类儿童——数字媒介性阅读障碍儿童,他们在纸质阅读时并未表现出阅读困难,而在数字阅读时表现出持续性阅读困难,该类儿童的汉字识别能力、语素能力、语音能力和阅读理解能力均受到数字媒介的影响。图2。表6。参考文献36。     

Motivation across domains: Do goals and attributions change with subject matter for Grades 4 and 5 students?

This study explored a theory for motivation which included aspects of both attribution theory and goal theory. Motivational variables included beliefs about intelligence (entity or incremental), goal orientation (mastery/learning, performance-approach, performance-avoidance) and avoidant behaviours. Grades 4 and 5 students from a large, metropolitan school district were surveyed regarding these motivational variables across the academic domains of reading and mathematics. The relationships among these motivational variables were explored, as well as differences across domains. A diverse sample allowed differences across ethnic groups and socioeconomic status to be studied. Results indicate that children could have a generalised notion of motivation that becomes differentiated when students are asked to reflect on these variables within specified domains. The existence of few differences across ethnic and socioeconomic groups suggest that instructional style could be a more powerful influence than either of these variables.     

改革以来教育在经济领域中是否存在公平效率的改进

经济的持续增长依赖于教育所提供的智力支持,本文利用Klenow and Rodriguez-Clare发展的核算方法对改革开放以来中国教育在经济领中的增长因素进行了分解。我们有如下三个主要发现：首先,1978年以来中国教育效率提高非常迅速,对经济产出增长的贡献超过其他领域对经济产出增长的贡献;其次,1990年之前效率提高最主要的因素是社会经济二元结构转换,1990年之后则为净效率提高;最后,改革前的增长是要素驱动的,扣除人力资本和结构转换因素之后的净效率是快速下降的。敏感性分析表明,我们的结论是稳健的。