一二九师精神融入高校思想政治教育探析

一二九师精神是中国共产党革命精神在抗战时期的重要体现，也是邯郸红色革命文化的主要支撑。“不怕困难、不怕牺牲，勇于担当、勇于胜利”的精神内涵对于厚植大学生的爱国情怀、发扬斗争精神、增强斗争本领、锤炼担当品格、培养创新精神具有深厚的价值意蕴。将一二九师精神融入高校思想政治教育应坚持价值引领，弘扬特色文化，形成协同效应，在思政课教学改革、校园文化建设和课程思政建设等方面持续探索。     

Quantitative analyses of misclassification rates in the hazard classification of environmental chemicals: Evaluation of procedures for deriving predicted no-effect concentrations in the Chemical Substance Control Law in Japan

The quality of chemical management depends more or less on practical procedures used to assess chemicals. This study quantitatively assessed the efficacy of a derivation procedure for calculating no-effect concentrations for screening assessment of environmental hazards under the Chemical Substance Control Law in Japan. We first evaluated the derivation procedure by applying a series of test ecotoxicity datasets to the procedure and calculating the resulting misclassification rates of the hazardous class of chemicals. In this study, a chemical was deemed to have been misclassified if its classification differed from its classification based on the full dataset (chronic toxicity data for three trophic levels), which was defined as the correct assignment. We also calculated the effects of additional uncertainty factors to decrease the variance (i.e., to improve the consistency) of the misclassification rates among cases with different data availability in the derivation procedure. The results showed that the derivation procedure resulted in very high rates of misclassification when only particular sets of ecotoxicity data were available (e.g., only chronic toxicity data of algae were available). Our analyses also showed that the use of additional uncertainty factors improved the consistency of the misclassification rates within the derivation procedure. Our study presents a broadly applicable calculation framework for quantifying error rates in assessment procedures and serves as a case study for future development and reforms of chemical assessment processes and policies, while additional analyses using more extensive ecotoxicity data with various modes of actions are needed in the future.     

地方高校教学质量文化的意蕴、功能与建设

高校教学质量文化注重高等教育内涵式发展中质量的价值建设，具有价值导向功能、凝心聚力功能、言行约束功能、激励鞭策功能。地方高校教学质量文化培育面临生源质量提高难、资源配置优化难、评价导向扭转难、质量保障实施难的困境。为此，应采取在顶层设计中强化制度供给、在正视挑战中升温质量意识、在彰显特色中建设大学文化、在强化问责中构建长效机制等措施进行培育。     

从学科教学知识到标志性教学法:高校新任教师专业发展的有效途径

学科教学知识(PCK)和标志性教学法是舒尔曼提出的两个核心概念。学科教学知识注重教师个人的专业发展,而标志性教学法则注重学科专业知识、技能和优秀教师经验的传承。高校新任教师在入职后通常直接进入课堂实施教学,缺乏专业发展和提升教学技能的机会。标志性教学法可以帮助高校新任教师深化对专业知识结构的认识,丰富教师的学科教学知识,弥补高校新任教师在教学技能和教学方法上的短板。在此理论框架下,以英属哥伦比亚大学土地与食品系统学院的助教专业发展项目为例,通过明确和"外化"可持续发展食品系统专业的标志性教学法,从设计、实施和评估等方面探寻促进助教专业发展的有效途径。研究结果表明,以标志性教学法的使用和反思为主要内容的专业发展项目,强调标志性教学法的核心理念,能够以教学实践为中心,赋能助教,在不过多占用课外时间的情况下增进助教对学生学习困难的了解,提高其教学技能,增强助教与任课教师间的合作意识,促进学科专业知识与标志性教学方法的结合,最终达到丰富和完善学科教学知识、提高教学技能、促进教师专业发展的目的。通过建立和加强学科教学知识与标志性教学法的联系,为高校新任教师专业发展提供了新的实践路径。     

在认知中实现英语工具书的教学教育功能

正确使用各类英语参考工具是培养英语认知能力应具备的基本技能。然而目前，我国高校英语专业工具书教学较为薄 弱，无法全面激发工具书的潜能，实现其真正价值。英语工具书教学应以培养工具书基本认知和使用能力为任务，以实现深层 认知和理性认知为最终目标，遵循资料性和方法论并重，理论与实践相结合，教为不教、学为续学的原则，引导学生从感性认知 向理性认知升华，从被动认知向主动认知过渡，真正实现英语工具书的教学教育功能。     

Making sense of the parenting ‘soft/hard split’

This paper explores the common parenting style tension around nurture versus limit-setting often evident when working with families with a symptomatic child. Firstly it will delve into the parenting ‘soft/hard split’ with an overview of the literature on parenting styles. Next, it summarises the appearance of this phenomenon in the family therapy literature during its formative days, noting how Bowen, Minuchin, Haley, MRI (Bateson), and the Milan associates respond to this parent presentation in their approaches. Next, the paper outlines recent iterations of these family therapy interventions. An expanded discussion follows on Bowen theory's understanding of the parenting tension triangle. The article then outlines elements of the author's qualitative research study of parents' experience of adolescents' mental health treatment where the ‘soft/hard split’ emerged as a repeating theme. Finally, a clinical intervention based on Bowen theory, the Parent Hope Project, is outlined for how it addresses the parenting ‘soft/hard split.’ The goal is to contribute to understanding this phenomenon and its implications for clinical practice.     

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.