浅议成人高等教育生源结构的变化对成人高校招生的影响

我国高等教育规模的迅速扩大,使成人高等教育招生面临着诸多挑战。本文在客观分析了成人高等教育生源结构的变化和趋势的基础上,提出了成人高等院校从招生层面应对生源结构变化的对策,即不断扩大本科招生比例,面向行业企业进行招生,对函授站点及招生专业进行合理布局。     

浅谈成人培训中引导学员有效学习的教学策略

在成人培训教学中,学员对教学内容的理解难免会出现这样或那样的问题。如何引导学员发现并及时解决这些问题,促进学员有效地掌握知识,其教学策略如下：一、抓好两项基础工作,即做好学员情况分析,了解学员的学习能力和研究教学内容在培训教材中的地位和作用,激发出学员的学习意愿,是引导学员发现和解决教学问题的前提,二、正确处理好教学中...     

Development of a General Ability Index for the Wechsler Adult Intelligence Scale—Third Edition.

The Wechsler Adult Intelligence Scale-Third Edition (WAIS-III; D. Wechsler, 1997) permits the calculation of both traditional IQ and index scores. However, if only the subtests constituting the index scores are administered, especially those yielding the Verbal Comprehension and Perceptual Organization Indexes, there is no equivalent measure of Full Scale IQ. Following the procedure for calculating a General Ability Index (GAI; A. Prifitera, L. G. Weiss, & D. H. Saklofske, 1998) for the Wechsler Intelligence Scale for Children - IIIrd Edition (WISC--III) (D. Wechsler, 1991), GAI normative tables for the WAIS-III standardization sample are reported here. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

搭建有效的成人开放教育学生自我管理平台

成人开放教育学生自我管理能力较差,打造有效的自我管理平台是促进他们成才的有效途径.通过在学科教学中渗透自我管理能力;在校园环境熏陶中增强自我管理意识;精心选拔和培养学生干部是实现自我管理的基础.班主任经常检查督导,加强指导帮助等机制规范他们的行为,打造自我管理的有效平台.     

论我国成人高等教育的市场需求及运作机制

新的环境和形势使我国成人高等教育发展面临了较大的挑战,同时也暴露了其存在的许多问题,因此,成人高等教育机构应该主动进入教育市场,将教育和市场有效融合,以社会经济的发展为导向,在教育的管理上引入市场机制,树立教育的效益观念,从而实现教育资源的有效配置,提高市场竞争力。     

地方高校成人教育学生管理工作的几点思考

成人教育是高等教育体系的有机组成部分,同时也是全民教育和建设学习型社会的重要实现形式。本文分析了国内部分地方高校成人教育的现状及存在的问题,并在此基础上探讨了与成人教育密切相关的学生管理工作中需要解决的几个重要问题。     

对新形势下发展学历教育的几点思考

针对制约成人学历教育发展的四大不利因素,应采取以下三种应对措施:一是要坚定必胜信心,克服畏难情绪,为学历教育科学和谐发展提供思想保证;二是要坚持统筹兼顾,合理整合资源,努力实现学历教育全面协调可持续发展;三是要坚持规范办学、强化内部管理,全力确保学历教育办学全过程监控有力。     

Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)

Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher’s integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and post-course structural equation models were constructed to explain the relationships amongst the different constructs of teachers’ TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers’ perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.     

Edith Kaplan (1924–2009).

This article honors the life accomplishments of Edith Kaplan. She is widely regarded as the mother of clinical neuropsychology; she passed away on September 3, 2009, at the age of 85. Her modifications to the original Wechsler Adult Intelligence Scale (WAIS) and Wechsler Memory Scale led to the development of a new school of clinical neuropsychology known as “the process approach,” of which Kaplan is unequivocally regarded as the pioneer and chief architect. She is best known for her work in test development, and she is the lead or senior author on numerous assessment instruments designed for both children and adults that are used nationally and internationally. At the time of her death, Kaplan was working as a professor of psychology at Suffolk University, an adjunct professor of neurology and psychiatry at Boston University School of Medicine, and an affiliate professor of psychology at Clark University. And, of great importance to the field, she continued to be vigorously involved in her most beloved activity of all, teaching students about neuropsychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Leucine Supplementation in a Chronically Protein-Restricted Diet Enhances Muscle Weight and Postprandial Protein Synthesis of Skeletal Muscle by Promoting the mTOR Pathway in Adult Rats

Low protein intake causes a decrease in protein deposition in most animal tissues. The purpose of this study was to investigate whether leucine supplementation would increase the synthesis rate of protein and muscle weight in adult rats, which chronically consume only 58.8% of their protein requirements. Thirty-six male Sprague-Dawley rats were assigned to one of three dietary treatments including a 20% casein diet (CON), a 10% casein + 0.44% alanine diet (R), and a 10% casein + 0.87% leucine diet (RL). After a 10 d dietary treatment, plasma amino acid levels were measured after feeding, the gastrocnemius muscles and soleus muscles were harvested and weighed, and the fractional synthesis rate (FSR) and mammalian target of rapamycin (mTOR) signaling proteins in skeletal muscle were measured. Regarding the plasma amino acid level, the RL group had the highest concentration of leucine (P < 0.05) and the lowest concentration of isoleucine (P < 0.05) among the three groups, and the CON group had a lower concentration of valine (P < 0.05) than the R and RL groups. Compared with the R and RL groups, the CON group diet significantly increased (P < 0.05) feed intake, protein synthesis rate, and the phosphorylation of eukaryotic initiation factor 4E binding protein 1 (4E-BP1), and decreased the weight of abdominal adipose. Compared with the R group, the RL group significantly increased in gastrocnemius muscle weight, protein synthesis rate, and phosphorylation of both ribosomal protein S6 kinase 1 (S6K1) and 4E-BP1. In conclusion, when protein is chronically restricted in adult rat diets, leucine supplementation moderately improves body weight gain and increases muscle protein synthesis through mTOR activation.