谈黄宾虹山水画的艺术成就     

薛志范 《齐齐哈尔师范高等专科学校学报》2007,(1):92-94

在近代众多的山水画家中，黄宾虹以他浑厚的创造力，实现了古典山水艺术最后的可能性，成为具有划时代意义的一代宗师。他大气磅礴的艺术，内美蕴藉的精神，大器晚成的个人特质，在中国现代艺术的反衬下，表现了特殊的统一性。他的山水艺术具有独创的风格，在东方的艺海中掀起了巨浪。表现出了很高的艺术成就。  相似文献   

The unintended and intended academic consequences of educational reforms: the cases of Post-Soviet Estonia,Latvia and Russia     

Tatiana Khavenson 《牛津教育评论》2016,42(2):178-199

In this paper, we try to unravel some of the unintended and intended academic effects associated with post-Soviet educational reforms by focusing on three cases: Estonia, Latvia and Russia. We have chosen this comparison because a unique ‘natural experiment’ in the three countries allows us to compare the changing academic performance on an international test of a largely similar population in the three countries—Russian origin students attending Russian-medium schools—subjected to three variations of post-Soviet reforms. We find that relative to students in Russia, Russian-medium students in the Baltics made significant gains in the Programme for International Student Assessment (PISA) test. In Latvia, these appear to be an unintended effect of somewhat ‘softened’ state language policies, the conditions surrounding minority rights, and the general context of maintaining social cohesion. In Estonia, the (later) relative gains of Russian students appear to an intended effect of locally grown educational (and language) policies and increased, more effective cooperation with Russian medium schools to further improve PISA performance in a relatively high scoring, PISA-focused country.  相似文献   

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study     

Heike Neumann  Nina Padden  Kim McDonough 《高等教育研究与发展》2019,38(2):324-338

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

Exploring the contribution of classroom formats on teaching effectiveness and achievement in upper elementary classrooms     

Alison E. Baroody 《School Effectiveness & School Improvement》2017,28(2):314-335

This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math.  相似文献   

Schooling in times of acceleration     

Magdalena Buddeberg  Sabine Hornberg 《British Journal of Sociology of Education》2017,38(1):49-59

Abstract

Modern societies are characterised by forms of acceleration, which influence social processes. Sociologist Hartmut Rosa has systematised temporal structures by focusing on three categories of social acceleration: technical acceleration, acceleration of social change, and acceleration of the pace of life. All three processes of acceleration are closely linked to processes of internationalisation and globalisation. Given this background, developments in the context of school education are analysed in this article, paying special attention to the question of which areas of academic learning the categories of social acceleration affect and whether internationalisation and globalisation speed up these processes. The analyses show that effects of globalisation in the fields of management, market, and performance on education are closely linked to social acceleration.  相似文献   

课堂教学的传播要素探析   总被引：4，自引：0，他引：4  

张九洲 《哈尔滨学院学报》2003,24(12):100-102

课堂教学是一种特殊的文化传播系统，主要由教育信息传者、教育信息、教育信息通道、教育信宿和教育效果五大要素构成。对这五个要素进行深入的探讨，可以找出减少教育传播中的负功能干扰的策略，提高课堂教学效益。  相似文献   

When is the best time to use rubrics in flipped learning? A study on students’ learning achievement,metacognitive awareness,and cognitive load     

Yi Zhang  Jun Ge  Cheng-Yu Hung  Lin Mei 《Interactive Learning Environments》2019,27(8):1207-1221

ABSTRACT

Rubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning.  相似文献   

对影响学习的因素的分析研究   总被引：2，自引：0，他引：2  

何东亮 《常熟理工学院学报》2007,21(6):11-14

本研究采用日本藤原喜悦先生制订的学习因素诊断测验（Diagnostic Test of Achievement Factor，简称DTAF），对苏南部分中小学生进行抽样测验，以了解影响学生学习成绩的主要因素。研究结果表明，学习动机、学习计划、学习技能、学习环境对学习结果具有重要影响。  相似文献   

The role of secondary education in explaining competitiveness     

Chris Baumann  Hume Winzar 《Asia Pacific Journal of Education》2016,36(1):13-30

The literature establishes that education drives economic performance, but the extent that education is associated with a country's competitiveness is empirically untested. Our study analyses Programme for International Student Assessment (PISA) data from 63 countries to ascertain education's role in explaining the competitiveness of a country. Strong correlations were found for reading and science (each 53% shared variance) and mathematics (50%). Educational achievement explains 54% of Competitiveness. Regional differences were found with East Asia performing strongly both academically and in competitiveness, ahead of Europe, the rest of Asia, and South/Central America. Anglo-Saxon countries rank second academically behind East Asia, but in terms of competitiveness, the Anglo-Saxon cluster ranks first. We show that Anglo-Saxon countries' leadership in education and competitiveness have been challenged by East Asia. Our diachronic analysis shows that together with Competitive Industrial Performance, the cultural dimensions of Uncertainty Avoidance, Long-term Orientation and Indulgence Restraint, Education contributes to improvements in Competitiveness. The strength of East Asia in educational achievement will have implications for the region's future competitiveness compared to Anglo-Saxon and European countries. Our empirical findings support theoretical arguments for education's role in driving competitiveness. For education policy, the study emphasizes the importance of investments in reading, science and mathematics education.  相似文献   

Learner instruction,attitudes during class and academic achievement of junior high school students in Korea: a panel analysis     

JiHye Lee 《Educational studies》2019,45(2):259-269

This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant effect on initial values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement.  相似文献