生态课程观探析     

刘雪飞 《宁波广播电视大学学报》2007,5(1):77-79

我国课程的改革,挑战与契机并存,课程观的更新又是课程改革顺利进行的基本前提,用什么样的课程观来指导课程设置成为目前亟待解决的问题,本文引入“生命”,“和谐”等理念,以生态课程观的发源,发展为切入点,对生态课程观进行了全面的解读。  相似文献   

我国网络服务商版权侵权责任相关法律问题研究     

赵娥  雍海英 《宁波广播电视大学学报》2007,5(1):4-6

网络服务商分为网络信息服务商与网络技术服务商,为了平衡网络发展与版权人利益之间的关系,在研究我国对网络服务商责任规制现状基础上,本文对我国网络服务商的侵权责任及其归责原则进行了分析,并对其责任定义与划分提出了可行性建议。  相似文献   

Competence-based blended learning in building automation: towards a EU curriculum in ‘Domotica’     

L. Sommaruga  E. De Angelis 《European Journal of Engineering Education》2007,32(6):675-685

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning regional differences among the various European partners involved in the learning. Refusal to accept e-learning approaches has been considerable among teachers and students in piloting building automation courses, and mainly related to four factors in the tradition of adult education: curriculum tradition, oral tradition, lack of confidence in technical solutions to educational matters and lack of experience with the media.  相似文献   

浅谈在中学数学教学中逆向思维的培养     

刘朝鹏 《钦州学院学报》2007,22(3):120-121

逆向思维是相对于习惯性思维的另一种思维方式,是创造性思维的一个重要组成部分.在数学教学中可以从概念的教学、公式定理的逆用以及题解的教学等方面培养学生的逆向思维.  相似文献   

Regret for Complaint Withholding     

Esther Liu  Michael E. Roloff 《Communication quarterly》2016,64(1):72-92

This study examines regret for withholding relational complaints. The study sample of 393 participants completed measures of irritant frequency, irritant importance, relational intimacy, emotional distress from withholding, and regret for withholding. Irritant frequency mediated the positive relationship between length of withholding and irritant importance. This process predicted less intimacy and more emotional distress from withholding, the latter of which related to regret. Alternative paths were also found between length of withholding and regret. Results offer important implications for the role of regret management in hurtful confrontations and may inform other avoidance forms.  相似文献   

A very English revolution: the impacts of co-residence at the University of Oxford     

Dennis A. Ahlburg  Brian P. McCall 《History of education》2020,49(5):682-706

ABSTRACT

This paper examines the impacts of co-residence (admitting women to men’s colleges and men to women’s colleges) at the University of Oxford beginning in the 1970s. Co-residence increased the representation of women undergraduates at Oxford to near parity with men; the representation of women in academic positions rose but not as substantially as that of women undergraduates and postgraduates and today women comprise still only a third of academics in the colleges of the university; the fellowships of the former female colleges became genuinely mixed, the fellowships of the former male colleges more slowly; women are less likely to be appointed head of a former men’s college than are men to be appointed head of a former women’s college; the quality of Oxford undergraduates rose with the increased number of female undergraduates; and the quality of undergraduates in the former male colleges rose at the expense of the female colleges.  相似文献   

郴州市学校体育场地开放现状的调查研究     

侯广斌  刘仁  何德超 《湘南学院学报》2006,27(5):102-105

通过文献资料、问卷调查、座谈等研究方法,对郴州市11个县(市、区)的40所学校体育场地的开放情况进行调查,结果表明:学校体育场地设施在保证正常的教学前提下,课余时间向本校学生和周边广大居民开放,使之发挥更大的作用,从而可以缓解全民健身活动中体育场地设施不足的矛盾,促进学校体育和社会体育和谐发展.  相似文献   

Comparing Models of Change to Estimate the Mediated Effect in the Pretest–Posttest Control Group Design     

Matthew J. Valente  David P. MacKinnon 《Structural equation modeling》2017,24(3):428-450

Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example.  相似文献   

硝酸硫胺重结晶过程中溶解度模型     

张纲  王静康  刘秉文 《天津大学学报(英文版)》2002,8(3):139-142

通过考察硝酸硫胺重结晶过程中的各关键组分的浓度变化 ,建立了硝酸硫胺的溶解度模型 ,模型预测结果与实验结果吻合很好 .该模型的建立对于研究结晶过程中的成核和晶体成长过程具有重要意义 ,也为类似的沉淀结晶过程提供了一种研究方法  相似文献   

A review of ‘psychology and the study of education: critical perspectives on developing theories’     

Christopher P. Dwyer 《Irish Educational Studies》2019,38(2):213-217

This review examines Psychology and the Study of Education: Critical Perspectives on Developing Theories, a collection of academic articles edited by Cathal Ó Siochrú. The collection comprehensively considers wide-ranging topics pertinent to the psychology of education, with a target audience of educators and students wishing to learn more about psychology. The review evaluates the collection as an integrated work of entries and analyses each component chapter; recognising the success of the collection with respect to its aim of challenging readers to critically reflect upon and consider the value of psychology in both understanding and influencing education. The book transcends the common formula of academic article collections in this area by being presented in a somewhat conversational manner, making it both interesting and accessible. The book is recommended for anyone interested in the psychology of education and for anyone who values the advancement of learning and teaching.  相似文献