中国军事题材电视剧探微

当下军事题材的电视剧受到国家和地方电视台的热播,得到亿万观众的欢迎,出现了政治效益和经济效益的双赢局面。界定军事题材电视剧的概念,审视它的发展现状和特点,探讨其热播的原因,显得尤为重要。本文试从上述三个角度,作了一点探索。     

操作系统实验课程建构主义教学方法研究

围绕如何学习和掌握操作系统原理与实现技术,作者基于建构主义的思想给出了适合一般高校计算机专业操作系统实验教学的实施方案,并讨论了它的几点实施原则.     

扫描激光泰曼干涉仪微小角度变化测量及实验教学应用

阐述了扫描激光泰曼干涉仪的设计以及进行微小角度变化测量的原理,指出利用此干涉仪开设干涉测量综合应用性实验项目,使学生了解和掌握干涉测量技术的实际应用,对培养学生光、机、电一体化实验技能以及开展相关研究性实验项目有积极的作用。     

Person-oriented research ethics: integrating relational and everyday ethics in research

Research ethics is often understood by researchers primarily through the regulatory framework reflected in the research ethics review process. This regulatory understanding does not encompass the range of ethical considerations in research, notably those associated with the relational and everyday aspects of human subject research. In order to support researchers in their effort to adopt a broader lens, this article presents a “person-oriented research ethics” approach. Five practical guideposts of person-oriented research ethics are identified, as follows: (1) respect for holistic personhood; (2) acknowledgement of lived world; (3) individualization; (4) focus on researcher-participant relationships; and (5) empowerment in decision-making. These guideposts are defined and illustrated with respect to different aspects of the research process (e.g., research design, recruitment, data collection). The person-oriented research ethics approach provides a toolkit to individual researchers, research groups, and research institutions in both biomedical and social science research wishing to expand their commitment to ethics in research.     

团体心理辅导提升留守经历大学生心理资本研究——以西南石油大学为例

为了了解团体心理辅导对留守经历大学生心理资本水平的干预和提升效果,以心理资本问卷作为评估工具,采用实验组对照组前后测的实验设计,在西南石油大学公开招募留守经历大学生作为被试。研究发现：实验组前后测的心理资本得分有显著的差异,表现为实验组的心理资本及各维度的后测得分显著高于前测得分,对照组的心理资本前后测得分无显著差异;实验组与对照组的心理资本后测得分差异显著,表现为实验组的心理资本及各维度的后测得分显著高于前测得分;实验组中,绝大多数学生对整个团体活动感到满意,认为在活动中有所收获,觉得团体辅导对重新看待自己的过去和成长经历有较大帮助。     

能源与动力工程专业培养应用型创新人才的实践探索

德州学院紧紧围绕培养应用型创新人才,打造新能源装备制造业卓越工程师摇篮这一目标,积极探索并建设多学科交叉的能源与动力工程实验教学示范中心。通过长期不懈的努力,在人才培养质量、实验教学示范中心、校外人才培养基地、大学生创新性实验计划等方面取得了显著成效。     

A Qualitative Study of Non-Affiliated,Non-Scientist Institutional Review Board Members

In addition to outlining criteria for the approval of human subjects research, federal regulations provide guidance regarding local institutional review board (IRB) membership. IRBs are mandated to include “at least one member whose primary concerns are in nonscientific areas” and “at least one member who is not otherwise affiliated with the institution.” Often a single individual serves both of these roles simultaneously. Although there have been calls for increased representation of lay community members on IRBs, little is known regarding their experiences or their perceptions of human subject protections and the IRB process. Using an ethnographic interview approach, this study seeks to gain a perspective from non-affiliated, non-scientist (NA/NS) IRB members about the process in which they participate. Findings suggest a need for clarification regarding whom NA/NS IRB members represent. They also suggest that NA/NS IRB members’ experiences could be improved by an increased show of respect from the IRB chair, other members, and staff; efforts to make participation more convenient for these volunteer members; and training tailored specifically to NA/NS members. Further research on this important and understudied topic is needed to determine best practice and policy recommendations.     

The Expanding Purview: Institutional Review Boards and the Review of Human Subjects Research

The implications of the institutional review board (IRB) system's growing purview are examined. Among the issues discussed are whether IRBs are censoring research and whether the IRB review process fundamentally alters the research that is being conducted. The intersection between IRB review and free speech is also explored. In general, it is argued that the review system for human subjects research (HSR) should be modified in order to limit the scope of IRB review.     

信息化教学创新理论和实践服务乡村教师跨越式教学--专访北京师范大学何克抗教授

何克抗教授及其团队致力于教师专业发展研究20多年,形成了“基础教育跨越式发展创新试验研究”项目(简称“跨越式试验研究”项目)。该项目通过创新信息化教学理论、模式、技术、方法推动教师专业发展,尤其在乡村教师专业发展方面取得了显著的成绩。其关键在于用“4+2”信息化教学创新理论武装乡村教师。所谓“4+2”理论,其中的“4”是指“创造性思维理论、新型建构主义理论、信息技术与课程深层次整合理论、新型教学设计理论”;其中的“2”是指儿童思维发展新论和“语觉论”(即儿童语言发展新论)”。2020年7月,教育部等六部门发布《关于加强新时代乡村教师队伍建设的意见》,恰逢“跨越式试验研究”项目推行20周年。何克抗教授提出用“4+2”信息化教学创新理论和实践模式指导和培训乡村教师,创新教师教育模式,探索新时代中国特色乡村教师发展之路;推行“跨越式试验研究”项目,倡导构建新型的“教师主导与学生主体相结合”的乡村学校课堂教学结构,提出“向课堂40分钟要质量”,关注“跨越式教学”的实际成效;聚焦乡村教师专业发展,推动“4+2”信息化教学创新理论在乡村落地,赋能乡村教师队伍,为新时代乡村教师队伍建设提供卓有成效的服务和大力支持。     

别列列申东正教主题诗歌赏析

瓦列里.别列列申是一位杰出的俄语诗人。别列列申创作了大量的宗教主题的诗歌,这些诗歌反映了诗人的宗教观,强调他的禁欲主义和逃避现实的特点,反映出诗人开始在宗教中寻求心灵的慰藉。