聚焦需求侧:找准农村幼儿教师分层研训的关键因子——以福建省某县农村幼儿教师保教能力诊断为例

为了提高农村幼儿教师培训的效益,必须精准地诊断和分析处于不同发展阶段的农村幼儿教师的专业能力水平,找到关键因子,针对不同教师迫切需要解决的问题,进行分层研训。本研究以福建省某县农村幼儿教师为样本,以教师所在幼儿园的地理位置和等级为分层依据,设计农村幼儿教师保教能力观察与诊断工具,在教师的日常工作中,就教师“环境的创设与利用”“一日生活组织与保育”“游戏活动支持与引导”和“教学活动的计划与实施”四种能力进行诊断,采用多元线性回归分析和路径分析,探讨不同能力水平教师在上述四种能力方面的关键因子,构建农村幼儿教师保教能力的模型,为农村幼儿教师的差异化专业研训提供依据。     

初中语文教科书练习系统的演进、反思与展望

练习系统是教科书的重要组成部分,其发展演变过程见证着教学理念的变迁。通过对中华人民共和国成立以来人民教育出版社编辑出版的六套初中语文教科书的分析发现,我国初中语文教科书练习系统的编制经历了一个从政治中心、知识中心到学习者中心不断博弈的过程:党的十一届三中全会之前,初中语文教科书练习系统侧重配合选文内容,形塑意识形态;随着语文学科工具属性的明确,练习系统逐步确立了基础知识的核心地位,但对基本能力、高阶能力的训练不足;党的十一届三中全会之后,练习系统对基础知识、基本能力的考查更加兼顾均衡,对高阶能力的考查日益深化,但也出现了过分追求“双基”体系化的弊端;工具性与人文性大讨论之后,练习系统逐步向“学习任务”转型,近年来开始追求核心素养的“隐性”构建。未来初中语文教科书练习系统的编制应做好如下工作:强化对道德两难问题题型的设计,引导学生在“发现”中建构社会主义核心价值观;精简事实性知识、概念性知识,增加程序性知识、元认知知识;创设语言运用情境,拓展“多维能力进阶”学习任务群的应用范围;开发评价量规,提高开放性学习任务评价的可操作化水平。     

中国共产党纪律建设的实践历程与经验启示——基于历次党章制定修改的考察

党的纪律建设作为新时代党的建设伟大工程的组成部分和推进自我革命的有效路径，是同管党治党战略格局和治国理政各项要求紧密结合在一起的。党的纪律建设的发展脉络、演进规律清晰地呈现在党章制定修改历程中。通过对历次党章制定修改的研究可以发现，党始终根据形势和任务的变化不断深化对纪律建设重要性的认识，注重发挥专门的纪律检查机关的作用并不断完善纪律检查制度，越来越突出对“关键少数”的纪律结束，不断丰富和拓展纪律建设的方式方法，在严明党的纪律的同时始终注重维护党员权利。新时代加强党的纪律建设，要在推进自我革命的过程中不断完善纪律建设的实践要求，在突出重点中不断完善纪律建设的体系，在完善执纪执法体系中不断提升纪律的刚性和威力，在推进国家治理现代化的进程中不断改善纪律的运行环境。     

幼儿游戏背后的教师专业决策：是否与如何介入

基于美国引导游戏理论和欧美新兴的游戏本位学习理论,深度思考教师在放手游戏中的"为"与"不为"、"如何为之"这一现实问题。教师对幼儿游戏的"为"与"不为"在本质上都是教师的专业决策,游戏背后的教师专业决策包括信念、知识、判断、支持、反思五个构成要素,以及基于充分、细致观察的价值判断,基于丰富、系统知识的专业支持和基于反思、调整的学习发展的闭环过程。为保障幼儿教师专业决策能力的提升,可通过明确多重角色、丰富四类知识、遵循两条路向等路径获得发展。     

中国管理实践导向的管理科学与工程理论与方法

本文通过文献评述、专家调查和典型案例分析，试图解释中国管理实践导向的管理科学与工程学科学术研究的基本特点和发展趋势。结果表明，近年来基于中国数据、中国案例和中国经验的管理学术研究成果越来越多。这些研究考虑了中国国情、国家战略、制度和文化等因素，也反映出中国情景下管理科学与工程研究的复杂性和学科交叉性等特点。同时，针对“基于我国领跑工程的管理科学与工程研究”、“面向‘卡脖子’技术的管理科学与工程研究”两个领域的关键科学问题和未来发展进行了初步探讨。     

Child and Youth Coaching in families experiencing complex and multiple problems: A longitudinal evaluation study

Studies investigating services for families experiencing complex and multiple problems have emphasized the need for more child-centred support. The aim of this longitudinal study was to investigate whether providing child-centred services (Child and Youth Coaching) combined with family-focused services (Ten for the Future) is effective for children growing up in families experiencing complex and multiple problems. Children's psychosocial skills, emotional and behavioural problems, and the quality of their pedagogical environment were measured at baseline, 6 months and 12 months. Parent and coach reports of children indicated for Child and Youth Coaching (n = 57) and nonindicated children (n = 18) were analysed using repeated measures multilevel models. Both parents and coaches reported improved psychosocial skills of children, but changes were only significant for coach reports. In both reports, no significant decrease in emotional and behavioural problems was observed for both indicated and nonindicated children. Many children still experienced considerable problems at case closure. Furthermore, no significant improvement in quality of the pedagogical environment was observed in both groups. Given the limitations in this study, more research is needed to identify whether these findings can be replicated and attributed to the Child and Youth Coaching and Ten for the Future programmes.     

A relational approach to social impact: Moving beyond instrumental and consumer approaches

Social impact can be understood as the real or perceived, intended or unintended, relational and agentic consequences that emerge from organizational decisions or actions for individuals, communities, and societies. Inherent here is the recognition that social impact aligns with consequences, whether it be on individuals, communities, and societies, and that these consequences stem from organizational decisions and behaviors. Drawing on wider social impact scholarship, this paper identifies two approaches—instrumental and consumer—that have provided lenses on how organizations make decisions about social impact and related consequences, and the level of involvement stakeholders have in these decisions. This paper proposes that the understanding of social impact should evolve to reflect the relational worldview advocated in the public relations discipline, which is one that emphasizes the importance of organizations, individuals, and communities contributing to a fully functioning society. A relational lens shows that social impact can be understood as changes—whether they be intended or unintended, anticipated or unanticipated, positive or negative—in the way people live, experience, sustain, and function within their society, resulting from organizational decisions and consequent behaviors as co-determined by organizations and their stakeholders. The relational approach requires the adoption of a relational perspective on identifying, predicting, evaluating, managing, and reporting on social impact, operationalized via the seven-step Relational Framework of Social Impact conceptualized in this paper. While social impact is a relatively new term in the public relations literature, this paper highlights how public relations scholarship is well placed to enrich the social impact discipline due its emphasis on fostering a fully functioning society.