三万英尺高空的相对主义者——相对主义与科学的有效性可以共存吗？

相对主义者必须要解决的一个难题是,如何保证相对主义与科学之有效性的共存。认识论的相对主义（如社会建构主义）主张将科学建立在社会基础之上,从而导致了相对主义与科学有效性的矛盾。“相对主义和科学的有效性”之争便是这一矛盾的直接体现。要解决这一问题,必须要做到以下三点：（1）用实践建构主义取代社会建构主义;（2）用本体论的相对主义取代认识论的相对主义;（3）用本体论化的科学取代作为认识论概念的科学。     

浅谈中学历史学科高考复习的有效性

从突出对主干知识的把握、重视学科内综合能力的形成、增强对社会热点问题的敏感性、进行适当的点拨和训练以形成科学的思雏习惯、思维方法和思维能力等方面介绍高考历史复习有效性.     

农村房屋买卖的法律困境及其对策

由于我国长期以来沿袭的城乡二元体制的限制,农房作为农民的一项主要资产,并不能通过流转充分实现其财产价值,法律或者政策对自发形成的农房流转市场缺乏必要的规范与管制.在司法实践中对于农村房屋买卖合同这一法律问题理解各异,判决也千差万别.针对农村房屋买卖的立法现状,合同效力及其在司法实践中适用法律、判决执行的困惑,并在此基础上提出变堵为疏,建立完善的农房管理法律法规;城乡房屋实行统一登记;建立健全配套制度;建立健全配套制度放宽对流转方式的限制,创新流转模式;发挥司法能动作用,积极回应发展等解决对策.     

人文关怀视阈下增强思想政治教育有效性探究

当前,思想政治教育有效性不足,难以达到社会对思想政治教育由“实然”到“应然”的期望,一个非常重要的原因就是思想政治教育中人文关怀的缺失。因此,走出思想政治教育有效性不足之困境,提升思想想政治教育之效用,实现思想政治教育的“应然”状态,思想政治教育必须注重人文关怀理念的贯彻,在价值定位、目标制定、内容设计和方法实施上更多的融入人文关怀。     

空白背书的效力与连续性问题研究

从《票据法》第30条条文来理解,似乎是否定了空白背书具有法律效力,但是该务存在着立法上的漏洞,在实践中也欠缺可操作性。从各方面综合衡量,我国票据法应当立法承认空白背书的法律效力。最高院《关于审理票据纠纷案件若干问题的规定》第49条从司法的角度肯定了空白背书的法律效力,但是无法解决各种票据转让形式下空白背书的连续性问题,应当对其作扩大解释,并结合背书的基本原理加以应用。     

浅谈初中英语词汇与句型教学的有效性

词汇与句型教学是初中英语教学的重点,学生对所学词汇和句型的掌握情况是这个阶段课堂教学有效性的重要衡量标准。提高课堂教学的有效性是所有教师致力达成的目标。教师应该如何充分利用这40分钟,让学生通过教师的指导性学习,获取更多的语言信息,增强他们的实际应用能力呢？关键在于开展有效的课堂教学活动。文章结合一些实际的教学经验,对课堂教学有效性尤其是词汇与句型教学的有效性进行阐述,并针对如何设计、实现有效的课堂教学进行探讨。     

Commentary: Evaluating the Validity of Formative and Interim Assessment

In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how formative assessment works to increase student learning. The articles in this special issue bring us back to underlying first principles by offering separate validity frameworks for evaluating formative assessment (Nichols, Meyers, & Burling) and newly-invented interim assessments (Perie, Marion, & Gong). The article by Heritage, Kim, Vendlinski, and Herman then offers the most important insight of all; that is, formative assessment is of little use if teachers don't know what to do when students are unable to grasp an important concept. While it is true that validity investigations are needed, I argue that the validity research that will tell us the most—about how formative assessment can be used to improve student learning—must be embedded in rich curriculum and must at the same time attempt to foster instructional practices consistent with learning research.     

What do students consider useful about student ratings?

Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor characteristics, Course characteristics and Instructor's relative ranking) were obtained that explained 64% of the variance in six iterations. The usefulness of these three types of ratings information differs according to several student and course characteristics. The present results provide evidence for both reliability and validity of the instrument as an indicator of the utility of teaching evaluation for students.