Modelling parenting styles,moral intelligence,academic self-efficacy and learning motivation among adolescents in grades 7–11

The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools.     

浅谈英语教学中的合作掌握教学法

恰当地运用合作掌握教学法，不仅有利于教与学，增进师生关系，调动学生学习的积极性，捉进教师业务水平的提高，还能够提高学生学习的兴趣，增强学生自主学习的意识。合作掌握教学法的运用既符合新时期教育改革的要求，又能提高学生的综合素养，为实现为社会培养更多外语人才的目标奠定了坚实的理论基础。     

创新观念，努力提高职业教育的质量和效益

观念的创新是教育创新的关键,职业教育必须建立与社会主义市场经济体制相适应的教育观念。本文对职业教育乃至整个教育领域应该引入和强化的“服务”观念、“产品”观念、“顾客”观念、“质量”观念和“效益”观念进行了初步分析和探讨。     

双师课堂课程开发引论：缘起、主题与方法

AI教师与真人教师联袂执教的双师课堂课程开发已成为重要课题。从缘起、主题与方法三个层面进行考察发现,当前国内外双师课堂课程开发活动,主要聚焦于“AI教师的选用与开发”“双师课堂课程开发”和“双师课堂课程开发的学习效应”三大主题。文章创新性地采纳超学科哲学范式,采取整体主义行动研究方法论,采用融通性混合方法,结合逻辑分析、技术建模、行动研究、量化方法和质性深描技术等,系统地探索与建构AI教师的选用模型、AI教师开发的关键技术、双师课堂深度学习模型、双师课堂课程开发整体模式、AI整合性课目学习知识研究方式、双师课堂课程开发促进深度学习的效应以及双师课堂课程开发促进深度学习的内在机理,以期为双师课堂课程的适切开发提供新思路。     

Learning styles in engineering education: the quest to improve didactic practices

This article discusses a dilemma that engineering educators encounter when attempting to develop pedagogical methods: that of finding efficient and scientifically valid didactic practices. The multitude of methods offered by educational consultants is perplexing. Moreover, the popularity of commercially offered solutions such as learning styles testing makes them appear attractive. The study presents one case of application of learning styles, the consequent problems and evaluation of results. It concludes that the use of learning styles is not supported by current pedagogical theories. Practices to foster interdisciplinary understanding between learning sciences and engineering are proposed in order to improve engineering education, most notably collaborative projects between university departments.     

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.     

电教实验深入发展的行动研究法

本文从我国三大电教实验出发 ,对其所蕴含的行动研究思想进行阐述 ,并对应用行动研究法来深入发展电教实验的策略进行了分析研究。     

开放教育学习支持服务系统建设探索

提高远程开放教育质量，学习支持服务是重要的因素。探讨人才培养模式改革试点中建立，完善，推进，支持，健全学习支持服务系统的若干问题，加强教学与助学的媒体建设，加快开放教育手段现代化进程，以进一步在理论与实践上加强对这一问题的研究。     

《教育信息处理》课程教学改革创新研究

创新是教育进步的灵魂,也是教育事业兴旺发达的动力源泉。我们作为教育工作者,在《教育信息处理》课改中着眼于课题的改革与创新,主要从教学理念、现代教育技术与课程整合、教学模式、检验教学效果的方式等方面进行创新,试图摸索出一条符合现代教学课题改革创新之路。     

"转识成智":创新人才的培养何以可能?(下)——教育变人力资源大国为人力资本强国

变人力资源大国为人力资本强国,亟待教育创新,即要变"以知识为导向的教育"为"创造为导向的教育";"学习的革命"关键要培养敢于和善于质疑的"学问"意识和"开发右脑"以促进思维的创新。现代大学要坚持"知识、能力、人格"的协调发展的素质教育和推进"教授治学"与"学生为本"的现代大学理念与制度创新;要能真正实现"转识成智"、化性为德,培养和造就更多的创新人才的目的,还有待于回归"学而时习之不亦悦乎"的教育哲学。