探究图书馆学家戴志骞转行与归宿之谜——戴志骞生平再考     

顾烨青  郑锦怀  曹海霞  晓明 《大学图书馆学报》2013,31(1):116-122

从戴志骞寄给美国校友的两封信件、纽约州立图书馆学校的学生登记簿以及戴志骞博士论文的导言等一手英文史料中,发现戴志骞早年学习勤奋、成绩优异,但身体状况不佳,几度影响到学业和事业。1930年,他因病辞去中央大学副校长之职,赴东北疗养。其间,他考察了满洲地区的资源和经济发展情况。为阻止日俄势力侵入,开发东北边疆,实现国家和平,戴志骞决心在满洲充当一名金融与投资领域的拓荒者。为此,他放弃了原本的专业,并有意将自己在图书馆界和大学管理界取得的地位让给训练有素的年轻一代。1931年以后,戴志骞长期就职于中国银行。1951年,他和夫人移居阿根廷,直至1963年逝世。  相似文献   

Communicating Prevention: The Effects of the keepin’ it REAL Classroom Videotapes and Televised PSAs on Middle-School Students’ Substance Use     

Jennifer R. Warren  Michael L. Hecht  David A. Wagstaff  Elvira Elek  Khadidiatou Ndiaye  Patricia Dustman 《Journal of Applied Communication Research》2013,41(2):209-227

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin’ it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.  相似文献   

问题解决学习活动中批判性思维发展的特征     

马志强 《现代远程教育研究》2013,(2):31-37

问题解决在线学习活动强调将学习活动置于有意义的问题情境中,通过个人或小组协作的方式来解决问题。问题解决的过程与批判性思维的发展密不可分,批判性思维是问题解决学习活动中重要的认知加工过程。Newman等学者提出的批判性思维模型详细界定了批判性思维的发展层级及其表现,可用于量化分析在线学习活动中的交互文本内容,而话语分析技术可以从质性角度确保交互文本分析的完整意义。通过设计案例并运用这两种分析工具可以揭示出问题解决学习活动中批判性思维发展的特征：一是批判性思维各层级出现的频率是不一样的,各种表现的量化比例可以表明批判性思维发展的层级;二是批判性思维质量与构建问题空间及形成问题解决策略的效果密切相关;三是在问题解决的不同阶段批判性思维发展的过程和互动结构不同。  相似文献   

基于问卷调查的大学生阅读推广新模式     

孙玲玲  布莉华  姜新 《江西图书馆学刊》2013,43(5):66-69

通过对大学生的阅读现状进行调查与分析,掌握了大学生目前的阅读需求、迫切希望得到的阅读帮助等实情。针对目前阅读推广中存在的问题,提出多元化的大学生阅读推广新模式。  相似文献   

Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science     

Jennifer Ann Jocz  Junqing Zhai 《International Journal of Science Education》2013,35(15):2596-2618

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.  相似文献   

Science Teaching and Learning Activities and Students' Engagement in Science     

Gillian Hampden-Thompson  Judith Bennett 《International Journal of Science Education》2013,35(8):1325-1343

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Exchange of information about physical education to support the transition of pupils from primary and secondary school     

Susan Capel  Paula Zwozdiak-Myers  Julia Lawrence 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):283-300

The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools.  相似文献   

浅谈班集体活动的设计     

胡云 《湖北成人教育学院学报》2013,19(4):54-56

班集体是学校进行教育和管理的基本单位,班集体建设的好坏对整个学校具有重要的影响和作用、对班级中每个学生的成长和发展具有直接的关系。活动是推动班集体向前发展和进步的动力、是实现集体目标的有效形式、是团结、教育学生的重要手段。为了取得良好的活动效果,应该对活动进行有效的设计。  相似文献   

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study     

Symeon Dagkas  Tansin Benn 《Sport, Education and Society》2013,18(1):21-38

Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons. The area is under-researched and there is little evidence of comparative studies that explore similarities and differences in cross-national experiences, which is the aim of this paper. Two studies conducted in Greece and Britain that explored the views of Muslim women on school experiences of physical education are compared. Both studies focused on diaspora communities, Greek Turkish girls and British Asian women, living in predominantly non-Muslim countries. Growing concerns about global divisions between ‘Muslims and the West’ make this a particularly pertinent study. Qualitative data were collected by interviews with 24 Greek Muslim women, and 20 British Muslim women.

Physical education has national curriculum status and a similar rationale in both countries but with different cultures of formality and tradition, which impacted on pupils’ experiences. Data suggested that Greek and British groups held positive views towards physical education but were restricted on their participation in extra-curricular activities. For the British women religious identity and consciousness of Islamic requirements were more evident than for the Greek women. Differences in stages of acculturation, historical and socio-cultural contexts contributed to less problematic encounters with physical education for Greek Muslims who appeared more closely assimilated into the dominant culture.  相似文献   

论当代人类休闲活动及其价值意义     

何志玉 《贵阳师范高等专科学校学报》2013,(6):47-51

随着经济和社会的发展,人们可自由支配的收入和时间得以大幅度提高,对社会生活的需求也在不断发生变化,从追求单纯的物质满足到追求精神富足,生命的存在方式正在发生深刻地变革,休闲活动正成为人的一种存在方式和生活方式,人类社会正迈向一个新的休闲时代。  相似文献