美国能源部联邦实验室的绩效管理与启示

文章介绍了能源部联邦实验室(GOCO)基于GPRA的绩效管理,包括其绩效目标的分解、绩效计划、指标设置和绩效报告4个部分,并就其采用的目标完成情况评价方法、关键指标与标杆的评价方法进行了讨论。     

清末至民国时期我国邮政部门对侨批业的管理

中国近代邮政建于清末,此时闽粤地区特有的民营侨批业已具有相当规模,被纳入了政府邮政管辖范围。此后,从清末至民国年间,政府邮政部门逐步加强对民营侨批业的管理,而这种管理在规范侨批行业的同时,也给侨批业的生存发展带来了很大的限制,促使侨批局不断设法寻求生存发展的空间。     

京师同文馆的课程与考试及其启示

京师同文馆的发展大致经历了创立、扩大与衰亡三个阶段,共历时40余年。其课程设置模式,作为一种新的教学组织形式,可谓是我国近代教育采用班级教学的雏形;其考试也可谓是我国近代最早的校内平时测验、期中考试、期末考试及毕业考试。探究京师同文馆的课程与考试对我国当代的教育与考试制度改革有一定的启示与借镜意义。     

Differential effects of norm-referenced and self-referenced feedback on performance expectancies,attributions, and motivation

When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed.     

新近发现的廖仲恺藏书研究

论文介绍了皖西学院图书馆最近整理出的廖仲恺先生当年的藏书,并对其进行了分析研究,认为这些书籍是廖仲恺为参加留学生科举考试所研读之书,并且对其后来的实践活动产生过影响.     

Attributions in a mastery instructional system: Is an emphasis on effort harmful?

Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort.     

Feedback complexity and corrective efficiency

College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension.     

Multivariate prediction of academic performance by Hong Kong University students

Verbal intelligence, English-language skills, personality, and attitude scales were used as predictors of academic performance in 230 male and female arts students at the University of Hong Kong. A series of bivariate, multiple, and canonical correlation analyses were performed. The results showed that verbal intelligence and attitudes, excepting study orientation, were not predictive of performance. English-language skills had the most predictive value, accounting for about 10% of the variance of performance measures. Personality variables failed to predict performance when composite criterion measures (GPAs) were used; however, they proved to be of predictive value when results of individual academic subjects were used as criterion measures. The study points to the importance of using noncomposite criterion measures in prediction and of considering the cultural context of achievement.     

The role of stimulus salience in young children's ability to discriminate two-dimensional rotations: Reflections on a paradigm

Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children.     

面对理想：《组织部来了个年轻人》与《单位》的互文性

《组织部来了个年轻人》和《单位》都是以青年知识分子对理想之思考为主要内容的文本,在不同时代背景的观照下,呈现出不同的文本特征。通过对两部作品的互文性阅读,可以看到不同时期青年知识分子在面对理想时所展现出的精神状态。