社会主义和谐社会与全面建设小康社会

构建社会主义和谐社会与全面建设小康社会是中国特色社会主义的重要组成部分。二者相互联系，相互影响。尽管它们在中国特色社会主义中的地位不同，奋斗目标不同，但它们的历史过程是同一的，而且奋斗目标和发展要求具有互补性和互动性。     

对高职高专精品课程建设的探讨

通过详实的资料阐述了高职高专精品课程建设的意义，教师参加精品课程建设的做法，指出目前我国精品课程建设过程中存在的问题及改进措施。     

PERSUASION FROM BELOW?

Guided by the belief that anonymity inevitably breeds the kind of uncivil discourse that hurts their readers, many news organizations have chosen to ban anonymous comments sections on their websites in recent years. Unfortunately, little empirical research has been conducted to assess whether exposure to anonymous comments actually does influence people's attitudes. In this paper, we address this oversight by asking: do anonymous comments posted on a newspaper website shape how internet users feel about the media? Using an online experiment to systematically manipulate exposure to anonymous comments attached to a “hard news” report, we find strong evidence that exposure to non-attributed posts—regardless of their tone—leads internet users to feel more negatively towards specific news organizations and the media in general.     

对现代远程教育中的资源共享和交互性问题的探讨

现在的远程教育还未能充分地利用现有通讯技术，且对这些技术的利用也还存在许多困难，使其与传统课堂的交互程度相比仍有很大的差距。同时，目前网络技术的应用，虽使远程教育在一定程度上实现了教育资源的共享，但远不能满足个人自主化学习的需要，其中一个主要的原因是通过网络实现的共享程度仍很低，很多教育手段仍无法通过现有的传媒方式实现资源的共享。要使现代远程教育得到进一步发展，人们必需在上述两个问题上所有突破。     

漫谈网络广告

网络广告从1994年到现在已经发展了十余年，走过了它的初级阶段，已经迎来了其发展的快速成长期。文章从网络广告与传统媒体的优势比较、网络广告的形式、网络广告发展的不足与趋势等诸多方面来论述网络广告的发展空间，对网络广告目前的状态和未来发展的方向进行了梳理，旨在更广泛地推荐网络广告这一新兴传播媒介，以引起业界更多的人来关注和支持网络广告的发展。     

Designing a constructive learning activity with interactive elements: the effects of perspective-shifting and the quality of source material

When teachers or instructors create computer-based learning environments, they often solely consider technical aspects of interactivity. As a consequence, learners’ main role is to respond to requests of the learning environment (e.g. by answering multiple-choice questions). This aspect of interactivity is, however, not sufficient to understand the complex benefits of interactivity for learners’ knowledge acquisition. In order to create a higher level of interactivity, an instructional task that encourages learners to design learning materials for fellow learners is used in this paper. We will show that this instructional task can induce interactive elements because learners are encouraged to take not only their own perspective into account when designing. In addition, we investigated if the quality of source material affects knowledge acquisition in design tasks. In a two-by-two design, students (n?=?108) had to design either a learning environment for others (i.e. to perform perspective-shifting), or a representation of acquired knowledge for themselves (no perspective-shifting) with less or more coherent information sources. Results indicate that performing perspective-shifting can be a powerful technique for eliciting interactive learning behavior and, thus, for learning. The quality of information sources does not influence knowledge acquisition to a great extent.     

Discussions in Cyberspace: Promoting Interactivity in an Asynchronous Sociology Course

Asynchronous courses (taught exclusively via computer-mediated communication) present particular pedagogical dilemmas. This article builds on the assumption that interactivity (regular patterns of written communication between the instructor and students and among students) is an important strategy to facilitate learning and reduce isolation in asynchronous courses. Based on my experiences as an instructor in this medium, I discuss my attempts to initiate and promote discussion. Data from three semesters of my asynchronous course reflect a general increase in interactivity as well as a decrease in problematic patterns of interaction.     

The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment

This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined the relationship between students’ self-efficacy on entry into the authentic scientific activity and the longitudinal data-gathering behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a server-side database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study found that self-efficacy correlated with the number of data-gathering behaviors in which students initially engaged, with high self-efficacy students engaging in more data gathering than students with low self-efficacy. Also, the impact of student self-efficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE, initial student self-efficacy no longer correlated with data gathering behaviors. In addition, students’ level of self-efficacy did not affect how many different sources from which they chose to gather data. These results suggest that embedding science inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students’ self-efficacy and learning processes.

模拟电子技术MCAI课件的设计研究

本阐述了模拟电子技术MCAI课件的功能特点，并结合该课件的研制，探讨了在教学课件开发过程中应注意脚本挖掘、交互性设计等若干关键环节。     

英语口语课堂教学成功的关键

成功的英语口语课堂教学需要注意三点:运用建构主义理论指导口语教学;交际分组,克服班大人多困难;实现互动,达到积极表达目的。