偏见与综合     

刘学云  吉新宏 《唐山师范学院学报》2004,26(6):60-62

尖锐的偏见和深厚的综合是学术发展、知识进步的两种理想的典型形态。深厚的综合，是对已知领域的完善，是尖锐偏见形成的土壤；尖锐的偏见，是对未知领域的开拓，是对深厚综合的进一步发展。只有二者的良性互动，才是学术进步、知识增长的真正途径。  相似文献   

Effect of microcystin-LR on protein phosphatase 2A and its function in human amniotic epithelial cells     

Liang J  Li T  Zhang YL  Guo ZL  Xu LH 《Journal of Zhejiang University. Science. B》2011,12(12):951-960

Due to their toxicity, the increased distribution of microcystins (MCs) has become an important worldwide problem. MCs have been recognized as inhibitors of protein phosphatase 2A (PP2A) through their binding to the PP2A catalytic subunit. However, the exact mechanism of MC toxicity has not been elucidated, especially concerning the cellular response and its autoregulation. To further dissect the role of PP2A in MC-induced toxicity, the present study was undertaken to determine the response of PP2A in human amniotic epithelial (FL) cells treated with microcystin-LR (MCLR), one of the MC congeners. The results show that a low-dose treatment of MCLR in FL cells for 6 h induced an increase in PP2A activity, and a high-dose treatment of MCLR for 24 h decreased the activity of PP2A, as expected. The increased mRNA and protein levels of the PP2A C subunit may explain the increased activity of PP2A. Furthermore, MCLR altered microtubule post-translational modifications through PP2A. These results further clarify the underlying mechanism how MCLR affects PP2A and may be helpful for elucidating the complex toxicity of MCLR.  相似文献   

浅谈英语类活动对高职高专学生英语学习的促进作用——以三亚理工职业学院为例     

赵霞 《教育教学论坛》2019,(1):240-241

作为全世界使用范围最广的语言,英语在高职高专院校课程体系中的地位不容忽视,然而高职高专院校师资力量薄弱,学生文化基础差等因素都对学生的英语学习产生了巨大的障碍。这就对高职高专院校的英语教师提出了更高的要求,教师在提高自身素质的同时,除了对课堂活动进行良好的把控,让课堂趋向于多样化;更应该在课堂外以英语比赛等活动形式促进学生的英语学习。本文将以三亚理工职业学院为例,从课堂内外两方面对此进行浅析。  相似文献   

Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics     

Bénédicte Vanblaere  Geert Devos 《School Effectiveness & School Improvement》2016,27(2):205-227

The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative.  相似文献   

Weather observers: a manipulative augmented reality system for weather simulations at home,in the classroom,and at a museum     

Hsien-Sheng Hsiao  Chien-Yu Lin  Yau-Zng Wang 《Interactive Learning Environments》2016,24(1):205-223

This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.  相似文献   

Students’ perceptions of teachers’ interpersonal behaviour across four different school subjects: control is good but affiliation is better     

Sibel Telli 《Teachers and Teaching》2016,22(6):729-744

Many researchers have pointed out that teachers’ interpersonal behaviour relates to students’ positive attitudes towards schooling. However, only few studies have examined whether students’ perceptions of their teachers’ interpersonal behaviour relates to students’ subject-related attitudes across different school subjects. In this study, it was investigated to what extent the interpersonal behaviours of secondary school teachers are perceived differently by the students as a function of the school subject being taught and whether such perceptions coincide with students’ attitudes towards the subject matter, after controlling for students’ achievement. To address these research questions, 2305 adolescent students (47.1% males; M_age = 17.85; SD = 1.09) from grades 9 to 11 and their teachers (N = 42; 38.1% males; mean years of teaching = 14.2; SD = 1.25) from one urban high school in Turkey were surveyed. The students completed the Questionnaire on Teacher Interaction and attitude questions. Multilevel data analysis showed that Control related to positive attitudes among students in classes grouped under the science, and literature and language domains, but not in classes grouped under the arts and sports domain. Perceived Affiliation, on the other hand, was positively associated with all the four subject domains (science, social sciences, literature and language, and arts and sports). These results show the importance of taking a multidisciplinary perspective in in-service training programmes for secondary school science teachers as they emphasise the differential roles that control as an interpersonal behavioural style may play on students’ attitudes in certain subject matters.  相似文献   

Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program   总被引：1，自引：0，他引：1  

Jrène Rahm  Doris Ash 《Learning Environments Research》2008,11(1):49-62

In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly important to youth who have few other opportunities to interact with and relate to science in positive ways.  相似文献   

Learntime and learning place-focused forward-oriented design for learning in technology-enhanced classrooms     

Susan Y. H. Sun 《Distance Education》2016,37(3):349-365

This study reports on a teacher’s ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher’s design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging design events. A hermeneutic phenomenological approach was adopted for data collection, and the analysis of data was further aided by the framework of forward-oriented design for learning (Goodyear & Dimitriadis, 2013), which considers educational design as a continuing and forward-looking practice including processes of orchestration, configuration, reflection and re-design. Fifteen design events were collected, which provided a snapshot of how and what design activities emerged from a complex, constantly evolving TEL classroom. The interpretation and analysis reveal insights related to various design processes. The findings highlight the forward-looking, ongoing, process-oriented and cyclical nature of TEL design.  相似文献   

PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España     

Pilar Pineda-Herrero  Laura Arnau-Sabatés 《Cultura y Educación》2017,29(1):151-182

This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.  相似文献   

大中学生的父母教养方式、自我效能感与情绪调节策略的关系   总被引：4，自引：0，他引：4  

刘志军  皮艳花 《煤炭高等教育》2008,26(3):84-87

通过对270名大中学生进行父母教养方式、自我效能感和情绪调节策略量表的调查,旨在探讨大中学生的父母教养方式、自我效能感与情绪调节策略之间的关系。用相关分析和回归分析得出的结果表明,父母教养方式、自我效能感对男女生的情绪调节策略的影响不一样,它们对男生的情绪调节策略的影响较突出,尤其是在重新评价上,且大中学生的父母教养方式、自我效能和情绪调节策略存在性别差异。  相似文献