论“证据推理”素养及其培养     

罗秀玲  李铭冰  肖信 《课程.教材.教法》2020,40(4):114-119

《普通高中化学课程标准(2017年版)》提出了化学学科核心素养,证据推理是其中的一项内容。通过分析证据推理素养的含义及培养实施中的问题与挑战,有针对性地提出证据推理素养培养的途径与方法:重视问题转化和提出假设;强调实验条件控制,从不同角度收集充分可靠的证据;凸显推理的建构和作用。  相似文献   

美国德克萨斯州幼教机构管理者的核心素养研究     

王元  索长清 《河北师范大学学报(教育科学版)》2020,22(1):116-124

探寻幼教机构管理者的核心素养,有助于幼儿园园长专业发展目标的聚焦。美国《德克萨斯州幼教实践者与管理者的核心素养》参考多个州幼教管理者核心素养的框架标准,定义不同等级幼教机构管理者的核心素养,明确核心素养领域的核心概念与可观察技能,为每一个可观察的素养提供可操作的评价。借鉴德克萨斯州幼教管理者核心素养方面的有益经验,有助于更好地开展我国幼儿园园长核心素养的研究及其核心素养的培养。  相似文献   

核心素养导向的学业测评框架:澳大利亚国家科学素养测评项目     

王俊民 《中国考试》2021,(4)

如何构建核心素养导向的学业测评框架是学科课程落实核心素养亟须解决的关键问题。澳大利亚2018年国家科学素养测评项目(NAP-SL2018)以科学课程标准为依据,在内容维度和认知维度渗透核心素养:一方面,将核心素养理解为学生在完成科学任务过程中所表现出的科学材料阅读、信息技术应用等相关能力;另一方面,将批判性思维和创造性思维渗透在"推理、分析和评价"和"综合与创造"等认知过程。在试题设计方面,该项目基于信息技术手段,围绕科学学科主要概念,落实发展学生核心素养所强调的"学业整合"理念。NAP-SL2018测评框架为核心素养导向的学业测评设计提供了新思路。  相似文献   

人机协同化与学生发展核心素养——基于社会智能三维模型的分析     

蔡连玉  刘家玲  周跃良 《开放教育研究》2021,27(1):24-31

人机协同系统正在全面渗入人类的工作与生活,社会正快速地人机协同化。在弱人工智能时代,人工智能没有“意向性”,但其智能程度在迭代进化中。人机协同系统存在人类与机器两类智能主体,以及人类智能、人工智能和协同智能三种智能元素,其中协同智能的主体是人类,人机协同系统的智能是分布式的。受国际关系“软”“硬”“巧”实力三分理论启示,本研究构建了人机协同时代社会智能的三维模型。“三维”指硬智能、软智能和巧智能,机器拥有更多硬智能,并向人类“学习”软智能,人类拥有更强的软智能和巧智能,并把更多的硬智能“让渡”给机器。基于社会的快速人机协同化,教育所培育的学生核心素养应以发展学生的软素养和巧素养为重点,在硬素养维度着力培育学生的计算思维。未来人机关系将决定个体的社会存在,因此强调以人机协同的价值观、意识、能力等为重点的巧素养培育具有前瞻性。  相似文献   

City positioning theories and city core competencies     

Xinquan Zhu 《科教文汇》2007,(4)

City positioning The Chinese city in a decision develops the topic of the destiny.Since the 90's of 20 centuries, the economic integral and globalization developed rapidly. The development make national boundary become not so important, the function of the city is increasingly outstanding. In other words, national competition ability is morally now on the city competition ability. At the same time, this development result that the industry is divided internationally and is divided in cities. Therefore, under the condition of globalization, if the city wants the superior development, it must take advantages and avoid shortage, to position the city accurately, establish the competition and development the strategy. The city positioning is clearly defined the city competition ability, more important it indicated the direction of the city development. Trough the analysis of the resource and environment of the city, decide an accurate position of the best function of the city, well configure the inner and outside resource, catch the opportunities, face the challenges, maximized the market share in order to maximized the wealth and city competition ability.  相似文献   

民营企业家能力内在结构探析   总被引：2，自引：0，他引：2  

王庆喜 《科学学研究》2007,25(1):79-84

提出一个测量企业家能力的包含26个测量项目的量表,以浙江民营制造业企业为对象,对254家样本企业业主的企业家个人能力进行测量和分析。探索性因子分析和验证性因子分析的结果显示,民营企业业主的企业家能力内含7个维度,分别是:成就动机、创新学习能力、人性特征、把握机遇能力、处事能力、领导能力和操作能力。  相似文献   

科技企业家创业胜任力及其与绩效关系研究   总被引：3，自引：0，他引：3  

王红军  陈劲 《科学学研究》2007,25(A01):147-153

在进行大量文献阅读和深入企业访谈及案例研究的基础上,并通过对93位科技企业家的问卷实证研究,验证科技企业家创业胜任力基本结构及创业胜任力与绩效关系的构思模型。研究显示：科技企业家的创业胜任力包含：机会要素、关系要素、概念要素、组织要素、战略要素、承诺要素、情绪要素、学习要素8个维度,科技企业家创业胜任力影响创业绩效。  相似文献   

Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools     

《Contemporary educational psychology》2021

Teachers are often viewed as being primarily responsible for the quality of their classroom environment and teaching practices. Yet, the aggregate skills and competencies of children within classrooms may affect teachers’ ability to engage in emotionally and instructionally supportive interactions and maintain an organized classroom. The objectives of this study were to (1) identify common types of classrooms based on children’s academic and social-emotional competencies, and (2) examine the relation between classroom compositional profiles and the observed quality of classroom interactions across three domains, while accounting for the quality of interactions in teachers’ classrooms assessed during the prior school year. Participants included 117 third-grade teachers and their 1803 children from 53 urban public elementary schools, in the United States, composed of mostly Black and Latinx children from low-socioeconomic backgrounds. Data were collected as part of a randomized-controlled trial of a social-emotional learning intervention and included assessments of children’s English language arts test scores, social competence, aggressive behaviors, depression, and anxiety, and the observed quality of classroom-level emotional support, classroom organization, and instructional support. Latent profile analysis revealed three distinct profiles: (1) academically and behaviorally high-risk classrooms (9%), (2) academically and emotionally at-risk classrooms (48%), and (3) academically and behaviorally low-risk classrooms (43%). Classrooms in the high-risk profile had significantly lower levels of emotional support, classroom organization, and instructional support, while accounting for teachers’ prior year interactional quality and a set of key teacher and classroom demographic and compositional covariates. Implications for teacher accountability and school tracking practices within high-needs urban public schools are discussed.  相似文献   

语文核心素养评价:实施路径与未来展望     

徐鹏 《课程.教材.教法》2021,41(2):103-110

在辨析语文核心素养基本特征的基础上,我们建构“433模型”和语文关键能力框架,研制了语文核心素养评价工具。通过纸笔测试考查高中学生语文核心素养发展状况,基于测试数据探讨了语文核心素养发展水平层级、语文关键能力表现等焦点问题。语文核心素养评价研究对我们探讨未来高考命题和学业评价改革等议题具有重要参照价值。  相似文献   

Teaching Competencies in Counselor Education: A Delphi Study     

Jacqueline M. Swank  Alisa Houseknecht 《Counselor Education & Supervision》2019,58(3):162-176

The authors used the Delphi method to identify counselor education teaching competencies. There were 3 phases of data collection, resulting in 152 teaching competencies within 4 domains: knowledge, skills, professional behaviors, and dispositions. Counselor educators and counselor education doctoral students might use these competencies to promote counselor educator training and teaching effectiveness.  相似文献