Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison

This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts.     

推铅球最佳出手角的运动学分析

运用影片分析法对实践中推铅球出手角作了运动学分析与探讨 ,研究结果表明理论上最佳出手角在实践中应用的局限性 ,实际最佳出手角应比理论上的最佳出手角小 3°～ 6°。     

知识产权许可交易中的限制性做法及各国法律调整

在国际技术许可交易中.专利权所有人往往会利用知识产权保护制度对被许可方施加各种限制.哪些限制性做法是合理的,哪些是不合理的.各国法律和国际法对此并不完全统一.本文在研究和比较美国、欧盟、日本、中国和国际法的相应法律及其演变的基础上.指出了对我国立法的一些启示.     

找准学科课程和活动课程的最佳结合点—谈我国基础教育课程改革的发展趋势

学科课程和活动课程是两种影响较大的课程模式,各有其优缺点.我国长期以来以学科课程为主,并受其影响.找到学科课程和活动课程的最佳结合点,发挥和利用二者的优势,是我国课程改革的方向.其最佳结合点具体表现在学校课程的开发和设置应充分体现综合性和主体性;课程内容要现代化、生活化和信息化;在基础教育课程中适当渗透职业技术教育因素,培养综合实践能力;积极开展潜课程等.     

简析有效课堂教学

富有成效的英语堂教学是高校英语教育的关键。课堂教学中需要充分发挥教师与学生的主观能动性,使教师能够采用多种教学管理手段吸引学生的注意力,激发学生的学习积极性,从而使学生能够主动参与到课堂教学活动中,进而提高语言应用能力与自身素养。教师与学生的协作互动有利于课堂教学的开展。教师在课堂教学活动中应当及时辨识与合理把控学生的身心状态,使学生能够在教师的引导下积极有效开展课堂英语学习。     

利用数学是常识的精微化指导数学教与学

数学是常识的精微化,在数学教学中利用这一特征可为学生数学知识的建构搭建“脚手架”的两种策略为：（1）根据任务回归,溯源的普通常识搭建“脚手架”,（2）通过创设利于增加“个人体验”的场景搭建“脚手架”。     

Wittgenstein's ‘Relativity’: Training in language‐games and agreement in Forms of Life

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices.