Validity extension of the Course-Faculty Instrument (CFI)

The Course-Faculty Instrument (CFI) demonstrates similar measurement properties with student populations at four diverse institutions. These students agree about the nature and extent to which course and instructor attributes relate to their learning. The results suggest that: (1) a perceived learning criterion may have general relevance to students, and (2) validity extension research is an economically feasible alternative to full-scale instrument development and validation efforts. Since validity extension is practical and facilitates cross-institutional comparisons, it appears to be a more viable strategy for researching and instituting student evaluation systems than is suggested by its current usage.     

Impact of external examinations (Matura) on school lessons

In the first part, the paper considers the impacts of external examination on learning and school lessons. Numerous researches and analyses have shown that students from specialized high schools retain incomplete, shallow and often completely incorrect ideas about some natural and social phenomena. They do not know how to connect the knowledge that they have gained. The reason for the low applicability of knowledge and lack of retention is mainly due to the domination of shallow and reproductive studying, which is even encouraged by the external Matura. Multiple‐choice questions and tasks of low taxonomic level, which can be objectively measured or graded, predominate in the external examination. The results, in the second part of the paper, indicate that the knowledge gained in high schools is narrowing throughout the years of schooling. This means that, with the approach of the final examination, exact summaries of learned material, definitions and information are demanded from students more often at the end than at the beginning of high school. Students' comprehension, linking their knowledge to other subjects and topics, critical thinking and applying the knowledge to other examples is demanded more often at the beginning of schooling (in the first year) than in the fourth year of high school (just before the Matura). Also, the democratization of the grading process decreases throughout the schooling. Students are debating with the teachers about form, methods and content of grading examinations more frequently in the first year than in the fourth year of their schooling.     

文化哲学视域的制度前提预设区间

制度前提预设区间植根于制度“辩证生成”，作用指向制度有效度。在文化哲学视域．制度前提预设区间是制度得以在人的实践基础上自然生成和主体设定并有效运行的文化前提的幅度、范围、连续体。其标准为制度价值存在、制度伦理张力、制度权义关联、制度理性支持、制度主体间性五种区间，性质为共时态的一般、特殊和个别，历时态的萌芽态、成熟态和退化态。在应然和实然统一中设计、调理制度前提预设区间，有利于制度有效度的提高。     

CET考试听力试题分析与对策

听力理解能力是外语学习者应首先具备的语言能力,大学英语教育尤为如此。改革后的新四级考试已经全面推广。通过对最新CET考试听力试题的分析,肯定了CET听力试卷的专业性和权威性,同时浅析了听力部分的应对方案。     

有效选择原理及其应用

通过对中国两个合资企业员工甄选过程的研究，探讨了有效选择原理及其在中国的应用．就基于与聘职相关的行为与情境传导结构的甄选面试的重要性与合理性进行了分析论述，并结合中国的实例进行了实证研究．提出了加拿大雇主应寻求的结果类型以及员工或代理所应具备的素质．最后，讨论了该方法的使用及参照检验．     

Classroom Environment Instruments: Development,Validity and Applications

Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning environments. This article describes nine major questionnaires for assessing student perceptions of classroom psychosocial environment (the Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom Environment Questionnaire, My Class Inventory, College and University Classroom Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and What Is Happening In This Class) and reviews the application of these instruments in 12 lines of past research (focusing on associations between outcomes and environment, evaluating educational innovation, differences between student and teacher perceptions, whether students achieve better in their preferred environment, teachers' use of learning environment perceptions in guiding improvements in classrooms, combining quantitative and qualitative methods, links between different educational environments, cross-national studies, the transition from primary to high school, and incorporating educational environment ideas into school psychology, teacher education and teacher assessment).     

论现代逻辑的规范性及其问题

现代逻辑的规范性以有效性标准为效力之源 ,但该标准不仅在评估自然语言论证方面缺乏效力 ,而且在处理与生活世界相关的诸论题方面 ,其所预设的题材中立性、形式化理想、封闭世界假定以及逻辑一元论也存在不少理论上的困难。因此 ,现代逻辑对于现代性的建构和批判将难以有所作为     

Scale of Pedagogical Authority Meanings in the classroom (ESAPA) for Ibero-America built on the opinions of teaching students

Students’ perceptions of teachers as authority figures affect teaching-learning processes. This quantitative instrumental study encompasses the design and assessment of the psychometric properties of a Likert scale (the Scale of Pedagogical Authority Meanings in the Classroom¹ –ESAPA) that examines these perceptions. The scale underwent an expert assessment and was applied to 913 university students from four Ibero-American countries. After the factor analyses, the goodness-of-fit indices revealed that the four-factor correlated model fitted the data well. Thus, the scale is a reliable instrument to spot the meanings attributed to pedagogical authority.     

论逻辑哲学的中心问题

:逻辑哲学的中心问题是关于逻辑系统内有效的形式论证与系统外的非形式原型的符合问题。逻辑的形式论证来源于日常语言和科学语言中未经形式化的实际论证,即非形式论证,同时它又是对非形式论证的反映和概括。因此,逻辑哲学高度重视形式论证及其对应的非形式原形的相互关系的研究。     

中国竞技体育生产制度有效性评析

对中国竞技体育"举国体制"予以分析,认为:从中国竞技体育"举国体制"形成的初始条件,到中国竞技体育生产要素禀赋现实,结合中国竞技体育生产项目考察,中国现行的"举国体制"有其存在的一定合理性及优势.然而从制度体系内部的协同性及与外部环境的相容性角度考察,中国竞技体育生产制度并未能发挥其制度优势,制度有效性不足,提出促进中国竞技体育"举国体制"有效性发挥的对策与建议.