促进人的全面发展的几点思考     

甘新民 《商洛学院学报》2002,16(1):32-34

江泽民同志在《庆祝中国共产党成立八十周年大会上的讲话》中用相当的篇幅论述了人的全面发展问题,丰富和发展了马克思主义人的全面发展理论,人的全面发展理论是马克思主义理论的重要组成部分。社会主义社会是实现人的全面发展的必经阶段。在社会主义初级阶段为人的全面发展创造条件,是我国建设有中国特色的社会主义的基本任务。  相似文献   

Testing Measurement Invariance Across Unobserved Groups: The Role of Covariates in Factor Mixture Modeling     

Yan Wang  Eunsook Kim  John M. Ferron  Robert F. Dedrick  Tony X. Tan  Stephen Stark 《Educational and psychological measurement》2021,81(1):61

Factor mixture modeling (FMM) has been increasingly used to investigate unobserved population heterogeneity. This study examined the issue of covariate effects with FMM in the context of measurement invariance testing. Specifically, the impact of excluding and misspecifying covariate effects on measurement invariance testing and class enumeration was investigated via Monte Carlo simulations. Data were generated based on FMM models with (1) a zero covariate effect, (2) a covariate effect on the latent class variable, and (3) covariate effects on both the latent class variable and the factor. For each population model, different analysis models that excluded or misspecified covariate effects were fitted. Results highlighted the importance of including proper covariates in measurement invariance testing and evidenced the utility of a model comparison approach in searching for the correct specification of covariate effects and the level of measurement invariance. This approach was demonstrated using an empirical data set. Implications for methodological and applied research are discussed.  相似文献   

Incorporating Uncertainty Into Parallel Analysis for Choosing the Number of Factors via Bayesian Methods     

Roy Levy  Yan Xia  Samuel B. Green 《Educational and psychological measurement》2021,81(3):466

A number of psychometricians have suggested that parallel analysis (PA) tends to yield more accurate results in determining the number of factors in comparison with other statistical methods. Nevertheless, all too often PA can suggest an incorrect number of factors, particularly in statistically unfavorable conditions (e.g., small sample sizes and low factor loadings). Because of this, researchers have recommended using multiple methods to make judgments about the number of factors to extract. Implicit in this recommendation is that, when the number of factors is chosen based on PA, uncertainty nevertheless exists. We propose a Bayesian parallel analysis (B-PA) method to incorporate the uncertainty with decisions about the number of factors. B-PA yields a probability distribution for the various possible numbers of factors. We implement and compare B-PA with a frequentist approach, revised parallel analysis (R-PA), in the contexts of real and simulated data. Results show that B-PA provides relevant information regarding the uncertainty in determining the number of factors, particularly under conditions with small sample sizes, low factor loadings, and less distinguishable factors. Even if the indicated number of factors with the highest probability is incorrect, B-PA can show a sizable probability of retaining the correct number of factors. Interestingly, when the mode of the distribution of the probabilities associated with different numbers of factors was treated as the number of factors to retain, B-PA was somewhat more accurate than R-PA in a majority of the conditions.  相似文献   

Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation     

《Studies in Educational Evaluation》2021

This investigation addresses the need for valid and reliable instruments that contribute to understanding the factors that lead to the rejection of science-related studies. We discuss the theoretical and methodological limitations of published attitudes toward science questionnaires and describe the development and validation of a short instrument rooted in the cost construct of the expectancy-value model of achievement motivation. We collected data from a sample of six hundred thirty-two 5^th and 6^th (M_age = 10.87; SD = .76) elementary students in Spain. Exploratory and confirmatory factor analysis revealed a parsimonious structure measuring loss of valued alternatives and task effort ​cost. Further psychometric evaluation displayed evidence for convergent, discriminant, and concurrent validity. Likewise, the reliability was acceptable for both three-item scales. These findings support the proposed instrument to measure barriers experienced by Spanish children when studying school science.  相似文献   

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education     

《Studies in Educational Evaluation》2021

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.  相似文献   

A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)     

《Studies in Educational Evaluation》2021

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Teacher support and academic engagement among EFL learners: The role of positive academic emotions     

《Studies in Educational Evaluation》2021

Academic engagement and teacher support, as two important factors in education, have been largely neglected in the research literature of English as a Foreign Language (EFL) and applied linguistics. Given the facilitative role of positive emotions in learning processes, this study aimed to examine their mediating role in the relationship between teacher support and academic engagement among Iranian EFL learners. The participants were 435 EFL freshmen randomly selected via multi-stage cluster sampling. The data were collected through previously validated measures. The results of structural equation modelling showed that perceived teacher support could directly and positively affect academic engagement. Additionally, positive emotions mediated the relationship between teacher support and academic engagement. Finally, some important implications and suggestions for further research are presented.  相似文献   

Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender,disability and poverty     

《International Journal of Educational Development》2021

This article explores the social determinants of adolescents’ access to education during the COVID-19 pandemic in three diverse urban contexts in Bangladesh, Ethiopia and Jordan. It provides novel empirical data from the Gender and Adolescence: Global Evidence longitudinal study, drawing on phone surveys (4441), qualitative interviews with adolescents aged 12–19 years (500), and key informant interviews conducted between April and October 2020. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. The paper concludes by reflecting on policy implications for inclusive distance education in emergencies.  相似文献   

基于1+X证书的“四方联动、五链耦合”人才培养机制研究     

邹吉权 《成人教育》2021,41(4):46-52

1+X证书制度是提高技术技能人才培养质量的重要举措,是深化复合型技术技能人才培养培训模式和评价模式改革的重要途径,是探索构建国家资历框架的基础性工程。1+X证书制度涉及多方利益主体,事关人才培养体系重构。基于1+X证书制度的实施,提出“四方联动、五链耦合”人才培养机制。所谓“四方联动”,是指政府、学校、企业、培训评价组织四方高度协同、实时联动;所谓“五链耦合”,是指基于1+X证书重构教学流程、再造课程结构,人才培养体系中的智慧型岗位、模块化课程、结构化团队、项目化教学、复合型人才五个环节高度耦合、环环相扣,形成复合型技术技能人才培养新机制,以期为中国特色高水平高职学校建设提供参考借鉴。  相似文献   

可见的大学教学:内涵、特征与实践     

陈勤  史秋衡 《江苏高教》2021,(1):89-96

传统的大学教学是在“传递—接受”框架中建构的,其最突出问题就是学生参与度低及知能内化不足。通过观察法及实物收集法发现:学生参与度低的现象是将学生客体化和边缘化,掩盖了质量危机的真正根源。本质上,学生表达的是对传统大学教学遮蔽了可见品性的抗拒与摒弃。为克服传统教学的弊端,可见的大学教学应运而生,其主张“互学共创共成长”的师生观,包含“看见、遇见、听见及预见”四层含义,典型特征表现在三个方面:学习者成为师生的共同身份,教、学及学习环境的相互可见成为教学的基本规范,学生热情参与及知识素质能力内化成为师生的共同追求。可见的大学教学提供了新的大学教学范式和方法论原则,在实践基础上还原了教育的本真,可为大学教学质量提升提供新的视角。  相似文献