学业成就评价的新视角     

田金亭  朱强忠  余嘉元 《中国考试》2011,(2)

个体的学业成就是一个受其心理因素和环境因素等多重影响的复杂体系,结合学业成就有关的研究,构建了学业成就的评价模型。在层次分析法(AHP)的基础上,利用模糊综合评价的方法对模型做出了系统的评价,并且给出了具体的评价实例及其过程。结果表明构建的模型是合理的,运用此方法对学业成就进行评价是有效的。  相似文献   

家庭文化资本对藏族学生学业成绩的影响     

高贵忠  吕国光 《青海师专学报》2011,(4):60-64,107

家庭是孩子受教育的首要场所,不同的家庭拥有不同的文化资本。本文以布尔迪厄文化资本理论为指导,从家庭文化因素出发,运用实证的研究方法深入探究藏族学生家庭文化资本对学生学业成绩的影响问题。  相似文献   

The interplay between self-determined motivation,self-regulated cognitive strategies,and prior achievement in predicting academic performance     

Sara Manganelli  Elisa Cavicchiolo  Luca Mallia  Valeria Biasi  Fabio Lucidi  Fabio Alivernini 《教育心理学》2019,39(4):470-488

The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.  相似文献   

Why do UK academics become Associate Deans and what are their future career plans?     

Alan Floyd  Diane Preston 《Journal of Higher Education Policy & Management》2019,41(4):430-443

The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from semi-structured interviews (n = 15) and an online survey (n = 172). The findings suggest that academics take on the role for a number of reasons such as the challenge of working across the University, making a difference to staff and students, or being asked to take it on by a senior member of staff. It is argued that these Associate Dean roles are part of new and emerging academic career pathways within the higher education sector.  相似文献   

Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators     

《Educational Research Review》2019

Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d₊) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.  相似文献   

Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development     

《Learning and Instruction》2019

The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a ‘community of scholars’ where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions.  相似文献   

学术用途英语(EAP)语篇体裁分析的框架探讨     

刘悦 《怀化学院学报》2011,30(7):103-104

从学术用途英语(EAP)语篇体裁的实际应用的重要性等出发,梳理目前EAP研究的现状,发现目前EAP的理论研究忽视了语篇体裁分析的功能性,而教学研究的功能兼容性差的特点;构造由学术体裁的语篇结构模式、学术语篇体裁结构的功能分析、学术语篇体裁的文体特征分析、学术语篇体裁的应用构成的EAP语篇体裁分析框架;从师资培养、处理好...  相似文献   

学术系统中的社会资本及其效应     

张斌 《复旦教育论坛》2011,9(5)

学术系统中的社会资本是学者在学术活动中获取和使用的嵌入在学术交流与合作网络中的资源,兼具社会性和学术性,主要表现为毕业院校、师徒关系和任职院校等形式。学术性社会资本既发挥着重要的正面作用,也显示出令人担忧的负面效应。如何面对学术性社会资本以及如何规避它的负面效应就成为优化学术系统运行机制、健全学术制度时不得不予以反思的两个问题。  相似文献   

向应用转型是中国研究生教育改革发展当务之急   总被引：1，自引：0，他引：1  

邹海燕 《复旦教育论坛》2011,9(2):48-50

随着我国产业结构的升级调整,转变传统的学术型人才培养体制,使之更好地满足社会需求,已成为研究生教育改革的当务之急.发展专业学位教育是高层次应用型人才的培养方式之一,但具有一定的局限性.因此,以学术分化为基础构建应用型硕士生培养制度才是解决问题的主要途径.  相似文献   

现代大学制度建设应体现法治精神     

祁占勇 《复旦教育论坛》2011,9(1):37-42

建设具有中国特色的现代大学制度既是我国高等教育事业发展的必然要求,也是对现代大学重新进行制度变迁与制度设计的再造,更是高等教育领域内的重建运动和制度选择.现代大学制度法治精神的重塑,应在现有法律框架下,依法调整高校与政府、社会的关系以及完善高校内部治理结构.高校与政府关系的良性运行,依赖于"有限政府"的"依法行政",政府对大学管理权限应集中在行政规划、行政监督、行政指导、经费分配等方面,其他事项则是高校办学自主权的范畴.而高校与社会的关系,则表现为公共教育权与社会教育权的博弈与平衡,通过"协调与张力模式"的整合,使二者的关系从索取走向支持、从非均衡走向均衡、从冲突走向融合,从而实现高校与社会关系的和谐发展.高校内部治理结构的完善,应彰显高校的学术逻辑,建构学术权力本位的高校内部治理结构.  相似文献