家庭互联网接入与城乡初中生的认知能力差距

基于中国教育追踪调查基线数据,本文研究了家庭的互联网接入对城乡初中生认知能力差距的影响.研究发现:城乡初中生在认知能力和家庭互联网接入率上均存在明显差距;在控制其他因素的情况下,OLS回归和PSM估计发现家庭互联网接入可以显著预测学生的认知能力;互联网接入对认知能力的影响效应不存在家庭社会经济背景之间的异质性,但是对城市户籍学生体现得更明显,这可能是因为城市学生的认知能力本身较高,更倾向于将互联网作为信息搜索和学习的手段;Oaxaca-Blinder差异分解表明,家庭互联网接入这一因素可以解释城乡学生认知差距的57％左右,并且这种影响主要来自两者在互联网使用回报率上的差异.通过教育信息化促进教育公平,应当从以下两方面努力:将教育信息化建设和应用的场域从学校扩展到家庭,关注学生在家庭的信息技术应用环境;将教育信息化建设的重点从硬件和平台建设转向关注学生的信息技术使用技能和信息素养.     

互联网是否扩大了教育结果不平等——基于PISA上海数据的实证研究

优先提升教育信息化促进教育公平是“十三五”期间加快推进我国教育信息化发展的必然趋势,但以互联网为核心的信息技术对教育公平影响的实证研究较为缺乏.本文基于国际学生评估项目上海调查数据,利用倾向得分匹配法和夏普里值分解法实证考察了互联网使用偏好对学生学业成就与教育结果不平等的影响.研究发现:(1)在控制选择性偏误和家庭背景后,互联网学习偏好对学生数学、阅读和科学素养都有显著的正向影响,互联网娱乐偏好的影响则显著为负,而互联网使用时间控制在每日30分钟及以下的学生获得的学业成就显著更高;(2)家庭经济社会文化地位对互联网使用偏好与学生学业成就都有显著的影响,并且是扩大教育结果不平等的最主要因素;(3)如果家庭处境不利的学生养成互联网学习偏好,则互联网可以缩小家庭背景导致的成绩差距,起到缩小教育结果不平等的作用.在促进教育公平和提升教育质量上,为保障信息技术充分发挥引领作用,政府和学校应引导学生正确审视和运用网络资源,确保信息技术真正用于学习者汲取新知识和技能,利用新一代信息技术扩大优质教育资源的覆盖面,探索建立区域教育信息资源共建共享系统.     

互联网使用方式与社会资本的关系研究——兼析互联网传播能力在其间的作用

通过对暨南大学学生调查获取的1016个具有一定代表意义的数据分析,发现互联网使用方式中的沟通娱乐因子对社会资本的所有变量均有显著正面的影响,而在社会资本的三个变量中,受互联网使用方式影响最多的是社会交往变量。在控制了其他变量之后,互联网传播能力作为独立变量,而不是与互联网使用方式产生的交互项,对社会资本因变量产生显著的正面影响,也就是说,互联网传播能力变量并没有在互联网使用方式与社会资本间发挥调节作用。因而,互联网传播能力是直接,而不是间接的有利于社会资本的增加。     

大学生互联网使用偏好、使用动机及病理性互联网使用(PIU)现状调查研究

本研究使用问卷法对深圳大学学生的互联网使用偏好、使用动机及病理性互联网使用(PIU)状况进行调查,并探讨PIU患者与非PIU患者间在互联网使用偏好及动机上的差异。结果表明:1)大学生最偏爱互联网的信息服务,社交与娱乐服务次之,最后是交易服务。2)网络使用动机倾向前三位依次为:娱乐休闲、亲友交往、工具性求助。3)PIU患者更倾向于自我肯定、逃避归属动机;非PIU患者则更倾向于亲友交往动机。     

“互联网+”教学环境下初中生信息素养影响因素跟踪研究——基于学生个体和家庭层面的视角

随着"互联网+教育"深入推进,信息素养的重要性日益凸显,探究学生信息素养发展的影响因素对深化"互联网+"教学改革具有重要意义。已有研究表明,学生信息素养受个体、教师、家庭和学校层面因素影响,但这些研究多是基于横截面数据的横向研究,缺少以时序数据为基础的纵向研究。通过梳理相关文献,分析"互联网+"教学环境内涵及特征,从个体和家庭两个层面构建"互联网+"教学环境下初中生信息素养影响因素模型,并以513名初中生为研究对象开展为期近两年的跟踪研究。多层线性建模结果表明,"互联网+"教学环境下学生问题解决能力、家庭互联网接入情况和父亲学历对初中生信息素养水平有正向影响,性别、民族对初中生信息素养发展速率有显著影响,家庭收入对初中生信息素养发展速率有负向影响。学校可以通过提供个性化教育支持服务、重视学生问题解决能力培养和发挥家长及家庭环境积极作用等方式,促进学生信息素养提升。     

互联网环境下提升初中数学教学效果的措施探讨

科技力量的快速发展,人民生活水平的稳定提高带来了互联网模式、互联网环境与生活各方面各角度的结合与融入,互联网不再是对学生较为陌生的名词,反倒是初中生最为熟悉、最为热衷的一种生活、学习、娱乐方式和途径.在互联网背景下大量信息快速传播,既冲击了初中生的原有思维方式,又带来了教育方式方法的新挑战和新要求,需要初中数学教师结合互联网技术,在互联网环境下创新提升初中数学教学效果的方法.     

互联网采纳与使用影响因素及其模型研究

为研究互联网的.采纳与使用的影响因素和模型,本文以暨南大学在校学生为研究样本进行了问卷调查(N=302),集中探讨了社会经济地位、权衡需求、感知有用性、易用性、个人统计特征等自变量对互联网采纳时间、互联网使用时间及与学习、工作目的相关的互联网使用影响.研究发现,社会经济地位变量对互联网的采纳时间和互联网使用时间有着重要的正向影响,互联网的采纳时间显著影响互联网使用时间,然而互联网的采纳时间与互联网使用时间对与学习、工作目的相关的互联网使用无显著影响,与学习、工作目的相关的互联网使用主要受大学生感知互联网的有用性和易用性的显著影响.本研究通过实证的方法研究大学生群体的互联网采纳和使用的影响因素及其模型,为如何有效地提高大学生群体对互联网采纳和使用的成效提供了依据.     

“双减”政策背景下家庭作业与家庭劳动时间对学生认知和非认知能力的影响

基于中国教育追踪调查基线和追踪两期数据,采用增值型教育生产函数,文章就家庭作业与劳动时间对初中生认知和非认知能力的影响进行了评估。研究发现:首先,我国初中生平均每天家庭作业时间为2.96小时,远超“双减”政策规定的1.5小时标准,68.25%的初中生家庭劳动时间不足1小时,呈现出“重”家庭作业、“轻”家庭劳动现象;其次,“双减”政策有利于学生的认知和非认知能力发展,具有双增效果;再次,初中生每天参与半个小时家庭劳动对其认知和非认知能力发展有益。最后,对于超过“双减”规定作业时间的初中生,如果将超出规定的作业时间替换为家庭劳动,可有效提升学生的认知和非认知能力。     

“互联网+”背景下初中学生英语自主学习能力培养的实践与探索

信息时代的飞速发展,为初中英语学生的学习提供了更加广阔的平台。学生通过互联网进行自主学习,有利于提升学生的自主学习的能力,促进初中生的全面发展。文章从"互联网+"个性化学习、创新作业形式、展示学习平台、转变评价方式等四个方面阐述了教师如何利用互联网进行教学方式的转变,激发学生的学习兴趣,促进初中生的英语学习。     

初中生心理健康与学业成绩——人际关系的中介作用及其干预研究

为探究初中生人际关系在心理健康预测学业成绩中的作用以及心理健康水平的提升对学业成绩的影响,使用中学生心理健康量表、人际关系综合诊断量表对586名初中生进行调查并获得他们的学业成绩Z分数,对三者进行中介效应分析,同时采用团体心理辅导方式对32名学生进行干预,在干预后对比干预组和控制组在人际关系困扰、心理健康问题和学业成绩上的差异。结果显示：（1）心理健康问题对人际关系困扰的路径效应显著,人际关系困扰对学业成绩路径效应显著,但是心理健康问题对学业成绩的路径效应不显著;（2）干预后干预组的人际关系状况、心理健康状况和学业成绩上显著好于控制组。结论得出：（1）人际关系困扰在心理健康问题预测学业成绩中起完全中介效应;（2）人际关系团体心理辅导能够提升学生心理健康水平,进而促进学生的学业成绩。     

Development of system thinking skills in the context of earth system education

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc.     

中学生网络依赖程度、内容偏好及社会性发展的研究

本研究采用自编的上网行为调查问卷及网络成瘾筛查问卷、特质应对方式问卷、家庭亲密度和适应性量表、社交回避及苦恼量表对上海某中学154名学生进行测试。结果表明:(1)154人中有24人存在网络成瘾倾向,检出率为15.6%;(2)中学生在网络依赖程度方面存在显著的性别差异;(3)中学生在网络内容偏好方面存在显著的年级和性别差异;(4)与网络使用正常学生比较,有网络成瘾倾向的中学生表现出更多的消极应对和社交回避;(5)逐步回归分析表明,上网时间、消极应对、游戏偏好、聊天偏好、社交回避对中学生网络依赖程度有显著预测作用。     

Meaningful learning,reasoning ability,and students' understanding and problem solving of topics in genetics

The purpose of this study was to explore relationships among school students' (N = 189) meaningful learning orientation, reasoning ability and acquisition of meaningful understandings of genetics topics, and ability to solve genetics problems. This research first obtained measures of students' meaningful learning orientation (meaningful and rote) and reasoning ability (preformal and formal). Students were tested before and after laboratory-based learning cycle genetics instruction using a multiple choice assessment format and an open-ended assessment format (mental model). The assessment instruments were designed to measure students' interrelated understandings of genetics and their ability to solve and interpret problems using Punnett square diagrams. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation, reasoning ability, and the interaction of these variables on students' performance on the different tests. Meaningful learning orientation best predicted students' understanding of genetics interrelationships, whereas reasoning ability best predicted their achievement in solving genetics problems. The interaction of meaningful learning orientation and reasoning ability did not significantly predict students' genetics understanding or problem solving. Meaningful learning orientation best predicted students' performance on all except one of the open-ended test questions. Examination of students' mental model explanations of meiosis, Punnett square diagrams, and relationships between meiosis and the use of Punnett square diagrams revealed unique patterns in students' understandings of these topics. This research provides information for educators on students' acquisition of meaningful understandings of genetics. © 1996 John Wiley & Sons, Inc.     

Senior high school students' preference and reasoning modes about nuclear energy use

This study examined senior high school students' cognitive orientation toward scientific or social information, designated as information preference, and associated preferential reasoning modes when presented with an environmental issue concerning nuclear energy usage. The association of the information preference variable with some academic and personal background attributes of the participants was also examined. A questionnaire, preference survey test and interview methods were used to gather the data. Students' preference test scores fell within -0.66 to 2 on a scale of -4 (social orientation) to 4 (scientific orientation). Statistical analyses showed that students' performance in science was a good predictor of the information preference exhibited by students. Interview content analysis showed that students' preferences and reasoning modes were mutually consistent. Particularly, subjects of neutral preference, whose preference scores fell between 0 and 1, displayed a reasoning mode that is considerably integrated containing references to both scientific and socially relevant content.     

Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses,scale, and microscopy

The rapid pace of development is bringing advanced technologies to the World Wide Web (WWW), and, as a result, schools have access to new tools for science investigations. In this exploratory study, we investigated how an educational experience organized around students' use of a WWW‐controllable atomic force microscope (AFM) influenced students' understandings of viruses. The context for the study was a weeklong unit on viruses for two high school biology classes which incorporated student use of the WWW controllable AFM. We also investigated how the haptic (involving kinesthetics and touch) experiences afforded by this tool might influence students' knowledge of viruses, microscopy, and nanometer scale. Fifty students from two high school biology classes participated in a series of instructional activities and pre‐ and postassessments (knowledge test, opinion questionnaire, and interviews). Results showed that students' understandings of microscale, virus morphology, and dimensionality changed as a result of the experiences. Students' conceptions moved from a two‐dimensional textbook‐like image of a virus to a three‐dimensional image of an adenovirus. The results of this preliminary study suggest that the use of the technology as a tool for learning about morphology of materials too small to see may be beneficial. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 303–322, 2003     

Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge

In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship between argumentation and the development of scientific knowledge are rare. Using video and audio documents of small group and classroom discussions, the quality and frequency of students' argumentation was analyzed using a schema based on the work of Toulmin ( 1958 ). In parallel, students' development and use of scientific knowledge was also investigated, drawing on a schema for determining the content and level of abstraction of students' meaning‐making. These two complementary analyses enabled an exploration of their impact on each other. The microanalysis of student discourse showed that: (a) when engaging in argumentation students draw on their prior experiences and knowledge; (b) such activity enables students to consolidate their existing knowledge and elaborate their science understanding at relatively high levels of abstraction. The results also suggest that students can acquire a higher quality of argumentation that consists of well‐grounded knowledge with a relatively low level of abstraction. The findings further suggest that the main indicator of whether or not a high quality of argument is likely to be attained is students' familiarity and understanding of the content of the task. The major implication of this work for developing argumentation in the classroom is the need to consider the nature and extent of students' content‐specific experiences and knowledge prior to asking them to engage in argumentation. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 101–131, 2008     

Teachers' judgments of students' early literacy skills measured by the Early Literacy Skills Assessment: Comparisons of teachers with and without assessment administration experience

Teacher judgments about students' academic abilities are important for several reasons, including their day‐to‐day instructional decision making. Not surprisingly, previous studies have investigated the accuracy of teachers' judgments about their students' reading abilities. Previous research, however, has not investigated teachers' judgments about students' early literacy skills, nor has previous research systematically examined how teachers' training and use of an objective assessment instrument impact their judgments of students' performance on that instrument. This exploratory study offers the first investigation of teachers' judgment accuracy of pre‐kindergarten students' early literacy skills, and compares the judgment accuracy of teachers with and without opportunities to administer the Early Literacy Skills Assessment (ELSA). Findings suggest that teachers with opportunities to administer the ELSA had a significantly higher percentage of accurate judgments across half of the ELSA subtests, but their judgment accuracy was still no better than 50%–60% on all but one ELSA subtest. Implications for school psychologist practitioners and researchers are presented. © 2010 Wiley Periodicals, Inc.     

网络环境下初中生人格心理特点的差异

为了探讨网络环境下初中生人格心理特点的差异,对某中学初中三个年级的学生进行上网情况调查和艾森克人格问卷(少年版)测查,结果表明:(1)高频上网初中生与低频上网初中生的人格特质在精神质(P)和神经质(N)上存在显著性的差异;(2)不同年龄的初中生的人格特质在精神质(P)和神经质(N)上也存在着显著性的差异;(3)年龄对测谎(L)的影响最大,上网频度对神经质(N)的影响最大,而年龄、性别和上网频度对精神质(P)都有较大影响.     

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc.     

中学生与网络语言的调查研究

通过对中学生网络语言使用的调查,当前中学生使用网络语言有较大的普及度,使用范围也较广泛,但对其学习影响较小,教师对网络语言了解滞后。学校要重视网络语言对中学生的影响,予以积极引导,帮助中学生正确使用网络语言。