国家课程束缚下的英国创造力教育——英国“创新型伙伴关系计划”述评

1988年,英国颁布教育改革法,确定了统一的国家课程,加强了政府对教育的控制。但随着国家课程的推行,问题也逐渐显现,成绩目标的压力使学生对学校和核心课程的认可度普遍下降,学生的想象力和创造力受到限制。"创新型伙伴关系计划"突破国家课程的束缚,在创意领域专业人士和学校间建立伙伴关系,丰富并刺激了学校教育。创新型伙伴关系计划以伙伴关系为依托,通过更加灵活的课程管理和课程开发、采取跨学科的教学方法、重视艺术教育、开展丰富多样的伙伴关系项目等,在推动学生的创造力培养上进行了诸多新的尝试。     

基于"卓法计划"实施的教师实践教学能力提升机制探索

为提高法科人才培养质量,教育部和中央政法委联合实施了卓越法律人才教育培养计划.而卓越法律人才培养目标实现的重要前提是承担教育培养工作的教师应当具备相应的教学能力,尤其是实践教学能力.但是当前法科教师存在法律实践知识不够丰富、实践教学技能亟待培养、能力提升动力不足等问题,为此应该采取多途径丰富教师法律实践知识和实务经验,实施多举措提升教师实践教学技能,出台多政策保障教师提升实践教学能力.     

Evaluating the integration of strategic priorities within a complex research-for-development funding program

This paper examines the application of Complexity Theory constructs to a research-for-development program evaluation and presents an overview of the implications and promising approaches for evaluating complex programs. We discuss lessons learned from an evaluation completed for the International Development Research Centre’s Food, Environment and Health (FEH) program, which investigated the integration and outcomes of five strategic program priorities: partnerships, southern leadership, gender and equity, scale, and environmental sustainability. We present interpretations from a secondary, thematic content analysis that categorized evaluation findings across four complexity constructs: emergence, unpredictability, contradiction and self-organization. Viewing the evaluation through these constructs surfaced some important features of the FEH program to date, specifically its evolving approach, adaptiveness to emergent issues, non-linear outcomes, and self-organizing agents, which had several implications for the evaluative process. We conclude that the most appropriate evaluation designs for complex funding programs are participatory (to explore all stakeholders' influence), adaptive (to capture the unexpected) and assess external contexts. The application of complexity constructs may be useful for evaluators to gain a deeper understanding of how program contexts change in the face of complexity and why some evaluation methods work more effectively than others.     

BACON机器、科学发现与创造——AI心理学派学者西蒙思想解读

H·西蒙所领导的人工智能(AI)心理学派,在F·培根关于归纳机器的思想指引下,在对一系列科学发现进行了计算模拟之后,确认了人类科学推理就是启发式搜索的过程,换句话说,人类问题求解的启发式搜索法就是科学发现的逻辑或方法。同理,借助于“有选择的搜索”的心理解释可以揭示科学创造的奥秘。     

全球传播视野下的中国传统文化保护——以中国影视业为例

中国传统文化在全球传播的环境下,正受到来自以西方外来文化的冲击。本文以中国影视业为例,阐述中国传统文化危机产生的原因,并提出我们应该采取的保护措施。     

Applications of sequential set partitioning: a set of technical information systems problems

Many problems that appear in different contexts are conceptually similar and so are amenable to solution by a common technique. Three such technical Information Systems (IS) problems are: (1) segmentation of computer programs; (2) attribute discretization for decision tree induction; and (3) design of hash tables in database systems. In this paper we show how each of these seemingly different problems can be formulated as a sequential (set) partitioning problem, and solved using a parametric linear programming (LP) procedure. This approach provides optimal solutions unlike previous solution approaches which were either greedy heuristics or limited to solving only a specific problem situation. Given the likelihood that other applications of the sequential partitioning problem exist in IS, the material presented here could be useful to other researchers in formulating the problem at an appropriate level of abstraction so that available optimal solution approaches can be identified. In addition to providing a common solution method, parametric LP frees the user from having to make premature decisions regarding the number of groups for the partition, and this decision can be delayed post solution.     

评《乔姆斯基的形式句法—历史进程与最新理论》

石定栩的专著《乔姆斯基的形式句法——历史进程与最新理论》共分四章,系统介绍了生成语法四十多年的历史进程及最新发展。我们拟对该书进行简要评述。在概要介绍了该书各章内容的基础上,我们总结出该书的一些特点,并指出了该书存在的几个问题。     

顾问教师计划及其实践意义

顾问教师计划 (TAP)是 2 0世纪 80年代出现在美国学校中的一种全新的心理辅导模式。TAP模式强调学校应以发展性辅导为主 ,在心理辅导教师指导下充分发挥普通任课教师在心理辅导工作中的作用 ,通过精心设计与组织心理辅导计划 ,为全体学生提供系统的心理辅导服务。TAP模式的心理辅导教育理念、系统化的辅导课程以及通过普通教师开展辅导活动的成功经验对于改进我国学校心理辅导工作具有借鉴意义。     

312经络锻炼法对中老年糖尿病患者疗效追踪观察及相关机理研究

目的探讨312经络锻炼法对糖尿病患者的近、中、远期疗效及相关机理。方法1996年6月至2005年9月对北京炎黄经络研究中心学习班糖尿病患者347例,进行教、学、练、督导312经络锻炼法(以下简称"312"),定期随访临床疗效。并对其中29～39期班糖尿病志愿者及资料完整者86例进行较严格地科研观察。自身对照分组,312前为对照组,312后为试验组。于312前、及后1、6个月～1年、≥2年,定期分别追踪其症状、血压、血糖、用药、疗效等指标变化、分析、总结。结果①血糖资料、数据完整的86例糖尿病学员患者,其空腹血糖、餐后血糖于312后1个月、6～12个月、≥2～5年与312前比较,各均有显著性差异,P<0.01(表3、图1)。②临床效果、症状、其他指标,用药等亦相应地有所好转。312后1个月、6～12个月、≥2年的显效率逐渐缓慢递增,各分别为21%、23%、24%;总有效率各为93%、91%、93%;无效率各分别为7%、9%、7%。(表5、图2)。结论312防治糖尿病的特点:自治、全治、根治。长期坚持312,对糖尿病及其合并症、伴随疾病均具有显著效果。     

A Therapeutic Summer Weekend Camp for Grieving Children: Supporting Clinical Practice Through Empirical Evaluation

Through collaborative action-oriented community research, agency-based clinicians, and university-based researchers engaged in a two-year theory-driven evaluation of a therapeutic summer camp for grieving children. The evaluation examined the camp practice model and children’s engagement in therapeutic camp activities and psychosocial functioning based on the camp staff and parental caregivers’ assessments. The first year findings led to a synergistic decision-making process that strengthened one of camp therapeutic activities. The overall results reveal a high consistency among staff on assessments of engagement and psychosocial functioning, and parental caregivers’ satisfaction with the camp. Limitations of research evaluation and implications for practice are considered.