河北省临港工业区域循环经济模式构建途径

本文在借鉴区域循环经济发展一般模式的基础上,从生态工业导向、循环经济法律体系建设、循环经济的市场化运作、新能源开发与循环利用四个角度构建河北省临港工业区域循环经济的模式.     

难忘采访李昌钰

第一次采访李昌钰博士,给我留下了难以磨灭的记忆。     

The impact of a class visit to a participatory science museum exhibit and a classroom science lesson

Cognitive and affective outcomes of a class visit to a participatory science museum were examined by comparing responses of 416 fifth and sixth graders randomly assigned to four conditions (control, exhibit only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). Students visiting a simple machines exhibit scored higher on a test of science content than the control group, but lower than the group attending a classroom lesson in the museum. The study did not demonstrate conclusively a cognitive advantage of having the exhibit experience prior to the lesson. Scores on the visual test were consistently higher than scores on the verbal test. Study findings indicate that the particular strength of the science museum exhibit lies in the affective domain. Students found the exhibit much more enjoyable, interesting, and motivational than a classroom lesson. Implications of the findings for science education are discussed.     

浙江一别五十春 万里归心胜月明——记陈香梅1999年浙江行

＂浙江一别五十春,万里归心胜月明……＂1999年9月,在阔别50多年后,美籍华人、著名社会活动家陈香梅女士一行,再来浙江访问,引起了社会各界和众人的广泛关注。     

Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers

Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators.     

Teaching for maximum learning: The Philippine experience

Summary The author tells about how the achievement level of Filipono grade school children is being improved through teaching for maximum learning. To promote teaching for maximum learning, it was imperative to identify minimum learning competencies in the new curriculum for each grade level, retrain teachers for teaching for maximum learning, develop appropriate instructional materials, improve the quality of supervision of instruction, install a multi-level (national to school) testing system and redress inequities in the distribution of human and material resources. This systematic approach to solving the problem of low quality of educational outcomes has resulted in a modest but steady improvement in the achievement levels of school children.

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Zusammenfassung Die Autorin berichtet über die Verbesserung des Leistungsniveaus philippinischer Grundschüler durch Lehren für einen maximalen Lernerfolg. Zur Förderung dessen was es unumgänglich, für das neue Curriculum minimale Anforderungen für jede Schulstufe zu identifizieren, Lehrer zum Lehren für einen maximalen Lernerfolg umzuschulen, entsprechendes Lehrmaterial zu entwickeln, die Qualität der Unterrichtskontrolle zu verbessern, ein neues vielschichtiges Testsystem (von der nationalen bis hin zur Schulebene) einzurichten und Ungerechtigkeiten in der Verteilung menschlicher und materieller Ressourcen zu beseitigen. Dieser systematische Ansatz zur Lösung des Problems geringer Qualität bei den Erziehungsergebnissen hat zu einer bescheidenen, aber kontinuierlichen Verbesserung des Leistungsniveaus der Schulkinder geführt.

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Résumé L'auteur rapporte la mesure dans laquelle le niveau atteint par les élèves aux Philippines est amélioré grâce à l'enseignement pour un apprentissage maximum. Afin de promouvoir l'enseignement pour un apprentissage maximum, il a été impératif d'identifier les compétences d'apprentissage minimales dans le nouveau curriculum de chaque classe, de former les enseignants à l'enseignement pour un apprentissage maximum, de mettre au point des matériels pédagogiques appropriés, d'améliorer la qualité du contrôle de l'instruction, de mettre en place un système de test applicable à plusieurs niveaux (national comme scolaire) et de redresser les inégalités dans la distribution des ressources humaines et matérielles. Cette approche systématique de résolution du problème de la qualité médiocre des résultats scolaires a entraîné une amélioration modeste mais permanente du niveau d'instruction atteint par les élèves.

     

Families Are Learning in Science Museums

This report is based on research findings of a National Science Foundation (NSF)-funded study conducted by the Philadelphia/Camden Informal Science Education Collaborative (PISEC), which consists of four institutions: The Franklin Institute Science Museum, the New Jersey State Aquarium, The Academy of Natural Sciences, and the Philadelphia Zoological Garden. The first year's study addressed the question “How can we identify and measure family learning in science museums?” It documented a relationship between learning levels and observable behaviors. On the basis of coding family conversations and interview data for level of learning, we see that families do learn from exhibits and that the level of learning is related to specific observed behaviors. Grouping these behaviors as performance indicators provides a useful measure of exhibit learning.