铭贤校训“学以事人”思想研究——以孔祥熙教育思想为中心的考察

铭贤学校以"学以事人"作为校训有着深厚的思想背景。"学以事人"校训明确以"人"作为归宿和出发点,蕴育着人文精神取向,这种精神是对传统"学而优则仕"思想的反动,是先秦儒家"事人"思想和西方文化思想相结合的产物;"学以事人"校训把"学"由空疏的章句、义理转向现实的人事,体现出务实践履的实践精神,这种精神是对当时空疏学风的匡正,是杜威实用主义思想在中国教育的运用,更受到当时流行的实业救国思潮的影响;在西方文化的冲击下,"学以事人"中"学"的形式和内容都发生了重大变化,形成了中华本位、中西结合的教学模式,体现了中西会通的精神。     

健美操专项课程不同学习阶段教学方法的运用

健美操教学方法的合理运用直接影响着教学效果。以西南地区7所高校体育教育专业健美操专项班的学生和教师为调查对象,以288学时的健美操专项课程为例,研究各阶段教学方法的运用情况,希望能为教学起一定的参考作用。     

在教师教育中实施研究性学习的探讨

研究性学习要求教师鼓励学生模仿科学家或学者以进行科学研究的方式来组织教学活动。在大学中开展研究性学习具有可行性和重要意义。开展研究性学习的前提是给予学生自由,在研究性学习中教师要给学生及时有效的指导,建立一套评价学生研究性学习质量的方法和标准。     

美国《早期学习与教育技术政策简报》对我国学前教育信息化的启示

美国《早期学习与教育技术政策简报》是关于幼年学习者使用技术的政策简报,回应了“α世代”信息化生存问题,解答了“21世纪,儿童获得技术是必要的,但还不够”现实难题。该政策简报中愿景、早期学习者技术使用指导原则和呼吁行动三部分分别从本简报出台的初心、如何指导幼儿恰当使用技术,呼吁社会各界力量协同实现本简报的初心等方面进行阐述。美国《早期学习与教育技术政策简报》对提升我国学前教育信息化水平、提高幼儿园教师信息素养和构建幼儿信息化生态系统,满足我国学前教育利益相关者的“技术促进学习”时代诉求等方面提供有益参考。     

社交媒体视角下英语协作学习研究现状及未来发展

协作学习具有真实生动的情境教育环境,能够尊重学生差异,使学生主体地位得到体现,满足学生的心理情感需求,能够促进学生共同发展。社交媒体的出现是英语教学的需要,也是时代的客观要求。采用文献资料法、逻辑分析法、比较法等综述了我国英语教学中协作学习的研究现状,以及社交媒体在协作学习中的应用、实践以及需要深入研究的空间。     

Bayesian inference with misspecified models

This article reviews Bayesian inference from the perspective that the designated model is misspecified. This misspecification has implications in interpretation of objects, such as the prior distribution, which has been the cause of recent questioning of the appropriateness of Bayesian inference in this scenario. The main focus of this article is to establish the suitability of applying the Bayes update to a misspecified model, and relies on representation theorems for sequences of symmetric distributions; the identification of parameter values of interest; and the construction of sequences of distributions which act as the guesses as to where the next observation is coming from. A conclusion is that a clear identification of the fundamental starting point for the Bayesian is described.     

Learning in and from projects: the learning modes and a learning capability model

Abstract

The notion of ‘project delivery’ is well embedded in and across the management and organizational sciences literature – generating a narrative that reflects and recognizes the instrumental nature of projects and programmes in strategy execution. Project management, as a distinct and well-established body of research enquiry, has increasingly sought to focus our attention on the impacts of complexity, risk and uncertainty in projects; the corollary being a desideratum to strengthen our theoretical understanding of how insight and learning from projects may influence improvements to organizational efficiency. The wider literature suggests that organizational learning remains a challenging proposition, particularly in the context of organizations operating in environments of high complexity. In this paper, we enhance the conversation on organizational learning through a series of case studies, generating evidence of thirteen ‘learning modes’. The paper proposes that mature organizations tend to exhibit a greater number of learning modes and that there is a tendency to capture and socialize knowledge with a greater emphasis on the context of the learning situation rather than the learning artefact in isolation. The empirical evidence gathered in this paper forms the basis of a capability model, characterized by the thirteen modes of learning. The model intimates that learning occurs, and is more effective, when knowledge and information are enacted in practice through the learning modes which form a nucleus of the organizational learning capability. The research concludes with a 'call to action' that emphasizes the strategic importance of learning practices and routines in project oriented-organizations.     

师范院校高等代数课程教学的几点认识

师范院校高等代数课程教学中如何提高教学质量,使学生通过这门课的学习获得相应的知识和能力,谈几点认识。     

教师继续教育中实施CEA混成学习课程的探索

为了丰富教师培训形式,融合课堂学习、在线学习、行动学习,构建了CEA混成学习课程。课程效果主要取决于培训者的积极主动意识以及三种课程形式的有机结合。     

Learning How and Learning What: Effects of Tacit and Codified Knowledge on Performance Improvement Following Technology Adoption

This paper examines effects of tacit and codified knowledge on performance improvement as organizations gain experience with a new technology. We draw from knowledge management and learning curve research to predict improvement rate heterogeneity across organizations. We first note that the same technology can present opportunities for improvement along more than one dimension, such as efficiency and breadth of use. We compare improvement for two dimensions: one in which the acquisition of codified knowledge leads to improvement and another in which improvement requires tacit knowledge. We hypothesize that improvement rates across organizations will be more heterogeneous for dimensions of performance that rely on tacit knowledge than for those that rely on codified knowledge (H1), and that group membership stability predicts improvement rates for dimensions relying on tacit knowledge (H2). We further hypothesize that when performance relies on codified knowledge, later adopters should improve more quickly than earlier adopters (H3). All three hypotheses are supported in a study of 15 hospitals learning to use a new surgical technology. Implications for theory and practice are discussed.