高考化学开放性试题分析及教学建议

新课程改革实施以来,开放性试题成为高考命题的一个新趋势。文章对2010-2011年高考化学开放性试题进行了统计,对化学开放性试题的特点和类型进行了举例分析,并对中学化学教学提出了一些建议。     

开放性课程资源在五年制学前教育专业地理教学中的应用研究

新的地理课程标准强调学习对生活有用的、对终身发展有用的地理。非常重视校外地理课程资源的开发利用,形成学校与社会、家庭密切联系,教育资源共享的开放性课程。开放性是指进行课堂教学时所摄取的资源不仅仅局限于课堂上和书本里,要挖掘蕴藏在学校、家庭、社区、社会生活中更为丰富的课程资源。五年制学前教育专业学生的学习能力不是很强,只有充分利用开放性课程资源进行教学,才能很好地提高课堂教学质量,改善教学方法,激发学生学习的兴趣,培养学生的综合能力,完成课标要求。     

The Effect on Enhancing Students＇ Inquiry Abilities via Step-by-Step Open-ended Inquiry Teaching Design

The purpose of this study is to promote more open-ended inquiry activities in junior high school science lessons in the current educational system with fixed textbooks. Researchers adapted existing curriculum-based experimental activities for more open-ended inquiry ones. In addition, the whole class was provided with more opportunities to explore complete activities in limited teaching time. This study used Hazel＇s proposals of levels of inquiry. The method was to carry out the current 8th grade experiments through the step-by-step teaching material modification （from levels of inquiry 0 to 2b） and to combine the experimental teaching method with the 5E （engage, explore, explain, elaborate, and evaluate） learning cycle. After a quasi-experimental study, we compared the traditional teaching method with the step-by-step open-ended inquiry teaching one on 8th graders＇ basic and integrated science process skills and academic achievements. The study result showed that the academic achievement in the experimental group, based on the same instructional time, was not worse than that in the control group. No significant difference was found on the total scores of the basic science process skills between the two groups, but a significant difference was found on the ＂predicting＂ dimension. There was a significant difference on the total scores of the integrated science process skills between the two groups. Significant differences were found on ＂interpreting data＂ as well as ＂experiment designing＂ dimensions. Hence, the study indicated that it could enhance students＇ inquiry ability through step-by-step openly inquiry levels to change the existing curricula, which served as a reference of educational reform.     

An integrated and open-ended experiment

In this article we discuss an exciting experiment in non-linear dynamics. This provides an imaginative platform for bringing in chemical, physical, biological, mathematical and computational sciences together. There are implications for earth sciences as well. B M Deb is a theoretical chemist who has been designing experiments for chemistry teaching laboratories for more than thirty years. Mainak Sadhukhan, Sudarson Sekhar Sinha and Sucheta Sengupta were students of PBIR-Chemical Sciences. Ranjit Biswas is a physical chemist working on both theory and experiment in chemical dynamics.     

对我国商业银行代销开放式基金问题的思考

开放式基金是我国目前一种新的投资方式,商业银行作为开放式基金的代销机构,为我国开放式基金发展开辟了有效途径。然而在成功代销的背后仍存在许多问题,如商业银行代销开放式基金时存在的信息披露不充分、大量赎回、基金市场不规范等,为此,应加强信息披露、不断创新、加强与证券业合作、建立良好的售后服务体系等。     

MEASUREMENT OF THE DIELECTRIC PROPERTIES OF BIOLOGICAL TISSUE

An open-ended coaxial line reflection method especially suitable for meas-uring the dielectric properties of biological tissue in vivo is described.This method offersthe advantage of not requiring any special preparation of the samples to be measured but aclose contact with the open end of a coaxial line.It is,therefore,very convenient to acquirea large number of measurement data in broad band rapidly.The method may also be usedto measure the properties of other substances.The measuring system consists of a networkanalyzer controlled by a microcomputer and calibrated by using ANA procedure to elimi-hate the influnce of error network introduced by the adapter,some connectors,etc.In or-der to reach higher accuracy,the iterative method is used to determine the parameters ofthe equivalent circuit.Measurements of permeativities of some living tissues have been per-formed in the frequency band of 0.5-2GHz.Compared with the results known in somepapers,the validity of this method has been confirmed.The difference in dielectric proper-ties between living and dead tissues,and the tissue permeativites(ε)versus frequency andduration of measurement after death have also been measured.     

传统数学评价之"缺憾"——以一个租船问题为例

传统评价未能正确地反映数学的本质，传统的数学评价系统希望贴近常模分布．传统的数学评价是“片段”和“缩水”的评价．评价的标准间接规定了学生的问题解决模式，被评价的指标体系影响了学习的发生方式，评价的标准也不断加剧僵化数学观的塑造．数学开放题为思维方式和过程提供了更多空间．开放题的质化评价弥补了传统的数学评价存在的某些缺陷，但这种评价与传统评价相比，确实耗费更多时间．利用开放题的质化评价是未来数学评价的方向．     

原创、自洽、开放：孙绍振小说“心理错位”理论

孙绍振小说"心理错位"理论是由直接经验归结出来,并在与"对立论"、"是非论"和"统一论"三大理论的比照、驳论之中建构起来的理论体系,其理论具有相当的原创性、自洽性和开放性,但同时也具备了一定的可证伪性.     

Killing the Buddha: Towards a heretical philosophy of learning

This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.     

Cultivating divergent thinking in mathematics through an open-ended approach

The purpose of this study was to develop a program to help cultivate divergent thinking in mathematics based on open-ended problems and to investigate its effect. The participants were 398 seventh grade students attending middle schools in Seoul. A method of pre- and post-testing was used to measure mainly divergent thinking skills through open-ended problems. The results indicated that the treatment group students performed better than the comparison students overall on each component of divergent thinking skills, which includes fluency, flexibility, and originality. The developed program can be a useful resource for teachers to use in enhancing their students’ creative thinking skills. An open-ended approach in teaching mathematics suggested in this paper may provide a possible arena for exploring the prospects and possibilities of improving mathematical creativity.