空间解析几何教学改革初探与实践     

杨勇歌  孙亚辉  陈学松 《教育教学论坛》2020,(20):297-298

空间解析几何是大学数学类专业的一门重要基础课,也是数学专业学生深入学习几何学专业知识的基础课程。本文通过在课堂中引入雨课堂、数学史和MATLAB,提高了学生的学习效率。  相似文献   

论阎连科《风雅颂》中知识分子的精神迷失     

王静文 《杨凌职业技术学院学报》2020,(1):31-34

阎连科作为当代著名的现实主义作家,他所关注的焦点一直是家乡河南底层农民的苦难与畸形的生活状态。而在《风雅颂》这本著作中,阎连科一转常态,将自己关注的视角对准了高校的知识分子行列,用批判的视角与反讽的手法对当下知识分子精神迷失的现状进行了呈现与反思,具有一定程度的警醒意义。  相似文献   

体育侵权:自甘风险还是过失相抵     

李鼎 《武汉体育学院学报》2020,54(5):56-60

自甘风险和过失相抵是体育侵权案件中最常见的抗辩方式。前者将会免除加害人的赔偿责任,而后者只能按比例减少加害人的赔偿责任。虽然法律后果存在巨大差异,但目前对于体育侵权案件适用自甘风险,还是适用过失相抵,没有一个明确的标准,没有建构一套稳定的规则。从美国法的经验来看,通过对自甘风险进行分类来解决自甘风险和过失相抵的竞合问题,并不是一个成功的范例。实际上,自甘风险和过失相抵的主要区别在于受害人能否认知风险的存在。通过运动类型、违规程度、年龄和精神状况、参与的自愿性、专业程度等五个要素的综合考量,法官可以推知当事人的意思,进而从参加体育活动的行为来判断是否构成自甘风险,最终正确适用法律。  相似文献   

《放妻书》与现代离婚声明:塑造“人设”的媒介     

刘若衡  李晓愚 《传媒观察》2020,(5):51-58

《放妻书》是唐代敦煌地区出现的一种特别的离婚协议形式,它所反映的是一种唐代特有的"和离"制度,男女双方以"两愿离"的方式和平离婚。通过对《放妻书》文本的分析,本文阐明了《放妻书》可能的形成条件及其折射的唐代社会风貌。同时,基于对《放妻书》的分析,本文将探讨其与现代离婚声明之间的联系,并进一步提出,无论是《放妻书》还是现代离婚声明,它们都是发布者塑造和维护自身"人设"的媒介工具。  相似文献   

Value for learning during this time of transformation: the first-year students’ perspective     

Shalini Dukhan 《高等教育研究与发展》2020,39(1):39-52

ABSTRACT

Formal education was used by the apartheid government to prepare black South Africans for manual labour, thus there was little curricular focus on the development of higher-order cognitive skills. With the abolition of apartheid in 1994, the education system was re-valued and re-evaluated to provide wider access to quality education; the focus of education policies moved towards the development of self-regulation and higher-order cognitive skills for all learners. There is now a generation of learners who have experienced their schooling in the transformed education system, and it would be useful to understand, from their perspective, what they value in their development of learning within the higher education space. This study answers the question ‘Post-apartheid, what learning methods and resources do first-years perceive to be valuable to their learning when they enter university?’ Participants included 344 students taking a Biology course provided to medical science students at a South African university in 2018. Two questionnaires were administered towards the end of a six-week lecture period, responses were evaluated quantitatively and qualitatively. The first survey, comprised of Likert-style questions, was conducted to determine the students’ views on the mechanisms which they used to support their learning. The second questionnaire comprised open-ended questions and focused on the students’ perception of their learning experience in the course. The findings show that there was a significant (p?<?.001) percentage of first-years who thought that rote-learning would suffice for examination preparation at university, and preferred to engage with their peers and the textbook before they engaged with their lecturers when navigating challenging concepts. Schwartz's model of social values is used to show that more needs to be done for the development of higher-order thinking and self-regulation when students enter university, and to mitigate alienation between students and staff.  相似文献   

Do private schools improve public school quality or increase stratification?     

《International Journal of Educational Development》2020

Utilizing a 4-year longitudinal dataset (2007−08 to 2010−11) of 212 public secondary schools from two districts in Nepal, I conduct panel regression analyses to determine the association between public school high stakes examination outcomes and measures of private sector competition. I find that there does not seem to be a significant positive or negative association between public school outcomes and the extent of private competition in recent years. However, there is evidence to suggest that the gap between public and private school outcomes is higher in localities with higher private sector growth, providing suggestive evidence of stratification.  相似文献   

Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials     

Jeanne L. Brunner  Fouad Abd-El-Khalick 《科学教学研究杂志》2020,57(2):154-183

This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials.  相似文献   

Role of teacher-related factors and educational resources in science literacy: An international perspective     

《Studies in Educational Evaluation》2020

The study evaluated the relationship among teaching, leadership, teacher certification, student and teacher number related factors, and index of economic, social and cultural status (ESCS), and science literacy from an international comparative perspective. 2015 dataset of the Programme for International Student Assessment for Turkey, Singapore, the United States, Korea, Italy, and Brazil was used. Two-level hierarchical linear models were established for analysis. Results revealed that school ESCS was the best predictor of science literacy across six countries and additionally teacher-related factors came to the forefront of science literacy performance. The study underlined policymakers should focus primarily on policies that increase equity in education. Furthermore, the effectiveness of investments made in factors related to leadership, teacher certification, the number of students and teachers, which contribute very little to science literacy performance, need to be more questioned. Inferences about the findings were discussed in detail, and recommendations for further research were made.  相似文献   

从“文斗”到“武斗”:礼法约束下“斗秧歌”田野调查     

滕希望  郭玉成 《上海体育学院学报》2020,(3):73-83

以海阳大秧歌中的民俗武术活动“斗秧歌”仪式为个案,运用田野调查等方法,从民俗学视角对“斗秧歌”的过程及民俗语境进行分析。认为:海阳大秧歌吸收了军事武术中的兵法谋略与民间武术技术动作,族群生存斗争与比武较技是“斗秧歌”吸收武术元素的重要动因,其逻辑形式表现为礼法约束下由“文斗”到“武斗”的递进,“文斗”体现兵法谋略智慧,武术是“武斗”的主要支撑力量。“斗秧歌”受到礼法约束,以强化乡间社会秩序的稳定,反映了中国传统社会治理中的礼法并施思想。剖析其民俗语境发现,“斗秧歌”是族群生存抗争的仪式手段、护卫生存环境的民间演习、展示个人魅力的艺术舞台,也是地域武术传播的民俗载体。武术与“斗秧歌”之间的融合互动关系,显示武术与民俗活动深厚的历史渊源及武术具有的多元价值属性。  相似文献   

Unravelling the interplay of sources of self-efficacy in negotiating in role-play simulations of political decision-making: A longitudinal in-depth case study     

《Contemporary educational psychology》2020

This study contributes to current self-efficacy research in two ways. First, it responds to the need for more context- and competency-specific self-efficacy research by expanding the research field to the context of role-play simulations and focusing on the outcome of self-efficacy in negotiating. Second, aiming to investigate sources of self-efficacy and their interplay, the study addresses the need for more in-depth qualitative research by conducting a single holistic case study with a longitudinal design. Moreover, the study focuses on outcomes of an increase or decrease in self-efficacy over time. Data were collected during a four-day European Union simulation. Three data sources – diaries, interviews, and semi-structured observations and field notes – contributed to data convergence, ensuring that more than a single source of evidence supported findings. Four students were selected using maximum variation sampling. The final sample of 27 meaningful events – about the development of self-efficacy in negotiating – were selected by within-case sampling based on a set of inclusion criteria. Data were analyzed by means of content analysis. Three groups of sources of self-efficacy could be defined: personal sources, social sources, and contextual sources, which encompassed and enriched the four previously hypothesized sources of self-efficacy. With regard to the interplay of sources, five main pathways could be defined. Personal sources were present in all pathways. The contribution of social sources to an increase in self-efficacy was more obvious than its role in a decrease in self-efficacy. The contribution of the contextual source to the development of self-efficacy in negotiating was generally less prominent.  相似文献