知识向技能转化的影响因素

将知识向技能的转化过程分为 :陈述性编码阶段、程序性编码阶段 ,并假设存在一些因素影响陈述性编码向程序性编码的转化过程 ,控制好这些关键因素将有利于提高教学质量。为证明此假设 ,设计了四个实验。实验一、二结果表明 ,发现学习和接受学习中原有知识水平、概念地图策略等因素显著影响陈述性编码阶段 ;实验三、四结果表明 ,发现学习和接受学习中变式练习、解题策略指导等因素显著影响程序性编码阶段 ,对以上实验数据的再分析得出这两阶段存在明显的相互制约关系 ,根据以上结论和 E.D.Gagne的信息加工模型 ,构建了一个智慧技能获得的信息加工模型。     

智慧技能的一般教学模型与实验验证

该文给出了智慧技能的一般教学模型 ,将智慧技能的教学分为两个主要阶段 :陈述性编码阶段、程序性编码阶段。为验证此模型在教学实践中的可行性 ,在课堂教学情境中进行了模拟实验。选取同一所学校初二年级的四个班学生共 2 2 2人 ,随机安排四个班分别接受“欧姆定律”四种教案的教学 :发现式新教案、发现式旧教案、接受式新教案、接受式旧教案 ,随后进行迁移能力测验 ,结果表明采用新教案组织教学 ,即按上述模型控制好影响智慧技能的一些关键因素 ,将更利于学生获取智慧技能。     

拼音在方言儿童字词学习中的作用

本研究比较了以普通话与以方言为口语的儿童在根据拼音来学习生词或再认熟词时的成绩。研究结果发现 ,与普通话组相比 ,拼音对方言组儿童学习字词的积极作用在帮助他们再认已学过的词时最大。由于方言的影响 ,除了再认已学过的词汇外 ,拼音对方言儿童的积极作用明显不如学普通话的儿童。而对于普通话组来说 ,拼音更能够帮助儿童学习口语中熟悉的生词 ,而且对由一个生字组成的概念熟悉的词的积极影响大于由两个生字组成的概念熟悉的词。     

The placebo and the therapeutic uses of faith

The holistic movement in modern medicine has raised questions concerning the very character of the religion-medicine dialogue. A truly mutual interaction between theology and medicine must require of the theologian a serious interest in and understanding of medicine if the notion of the body-mind unity is to be taken seriously from the point of view of pastoral care. This paper suggests that this discussion may be enriched by a theological analysis of the placebo, which has lately been the subject of controversy within medical circles. Finally, it is suggested that the value of the placebo reposes in its serving as a symbol of the dynamics of faith in medical care.     

从胰腺移植到胰岛干细胞移植

糖尿病学家在胰腺及胰岛细胞移植领域进行了不懈的探索。胰腺移植和胰岛细胞移植的两大制约因素是可供移植的胰腺来源少且诱发受体免疫排斥反应而需应用免疫抑制剂。胰岛细胞制备、纯化技术以及免疫隔离技术的应用在一定程度上克服了上述两大制约因素，人们期待胰岛干细胞技术及其相关的基因技术的深入将这一技术趋于完善。     

前列腺素E1注射液治疗早期2型糖尿病肾病临床观察

比较不同剂量的前列腺素E1注射液在早期2型糖尿病肾病患者中的临床疗效.最终随机纳入91例早期2型糖尿病肾病患者,分别接受10μg/d(A组,n=47)与20μg/d(B组,n=44)的前列腺素E1治疗,2周后观察8小时尿微量白蛋白排泄率(UAER)、血尿素氮(BUN)和肌酐(Cr)的变化.结果显示,两组患者治疗后UAER、BUN、Cr均较治疗前明显下降,都具有统计学差异(P均<0.05),但A、B两组之间UAER下降幅度不一,B组较A组下降幅度更明显,具有统计学差异(P<0.001);两者之间BUN下降幅度相比没有统计学差异(P>0.05).两者之间的Cr下降幅度相比有统计学差异(P<0.05).由此推断,前列腺素El治疗早期糖尿病肾病,降低尿蛋白确实有效,而且前列腺素E1 20μg/d的剂量要比10μg/d降低尿蛋白效果更好.     

The Impact of a Child’s Cancer on the Father’s Relationship with His Spouse in Korea

A father of a child with cancer experiences psychological stress related to his child’s cancer diagnosis and treatment, which may affect his relationship with his spouse. Nevertheless, little attention has been paid to how having a child with cancer affects the marital relationship from the perspective of the father. We examined the impact of the child’s cancer on the father’s relationship with his spouse in Korea. We conducted in-depth interviews with 20 fathers (mean age?=?41.35 years; SD?=?4.49) of children who were diagnosed with cancer before the age of 19 and were within 5 years of the diagnosis. The mean age of the child with cancer was 9.1 years (SD?=?3.68), and the mean age at diagnosis was 6.4 years (SD?=?4.08). The analysis of the interviews revealed the following four themes (and eight subthemes): conflicts between spouses (lack of father’s participation in caregiving, financial and work-related stress), mental suffering (heartbroken, torn between caregiving and work), change in communication (child-focused communication, avoiding communication), and change in the marital relationship (neglected relationship, new trust built in the relationship). A father’s increased conflict in the marital relationship after his child’s diagnosis of cancer was intensified by his limited involvement in child care and parenting responsibilities. An understanding of the change in the father’s relationship with his spouse can inform the development of a psychosocial intervention that may strengthen a father’s emotional intelligence and resilience, which could improve the marital relationship.     

Creating Play Atmosphere and Time for Children in Chinese Kindergarten: Difficulties and Reflection

Schools’ busy situation is far away from its Greek root “Scholé” that means leisure time compared with political duty and war at that era which is also similar in ancient China. From the leisure point of view, school should be relax and free for young children in kindergarten. This means that play should take the most time on the schedule. Unfortunately, Political class skillfully disseminating serious competition among nations to deliver anxiety on young generations’ education to the public,which makes parents and school system highly valued formal learning much more than play. Chinese kindergarten may be have the longest formal learning time due to its history emphasis on learning from the model. Endure hardship as the basic habit from the younger children for the nature of life is full of hardship in Chinese philosophy. These underpinned ideas encounter great challenges from the Western early childhood education which puts more emphasis on play. Play is conceived as children’s life itself, in which integrated learning can happen and is much more suitable and abundant for young children than formal learning. Although Chinese Educational Ministry promulgated kindergarten work regulation and educational guideline to make play as the basic activity in 1996 and 2001,there are still lots of factors that impede kindergartens implement play in practice. Lack of free time in kindergarten both on schedule and in fact is the obvious sign. This paper wants to reflect those factors in cultural perspective and try to use variety meanings of time especially subjective time to analysis the practice on reconstructing kindergartens’ play atmosphere and time, and the findings on creating different inter-subjective time for young children.     

Emotionally conditioning the target-speech voice enhances recognition of the target speech under “cocktail-party” listening conditions

Under a noisy “cocktail-party” listening condition with multiple people talking, listeners can use various perceptual/cognitive unmasking cues to improve recognition of the target speech against informational speech-on-speech masking. One potential unmasking cue is the emotion expressed in a speech voice, by means of certain acoustical features. However, it was unclear whether emotionally conditioning a target-speech voice that has none of the typical acoustical features of emotions (i.e., an emotionally neutral voice) can be used by listeners for enhancing target-speech recognition under speech-on-speech masking conditions. In this study we examined the recognition of target speech against a two-talker speech masker both before and after the emotionally neutral target voice was paired with a loud female screaming sound that has a marked negative emotional valence. The results showed that recognition of the target speech (especially the first keyword in a target sentence) was significantly improved by emotionally conditioning the target speaker’s voice. Moreover, the emotional unmasking effect was independent of the unmasking effect of the perceived spatial separation between the target speech and the masker. Also, (skin conductance) electrodermal responses became stronger after emotional learning when the target speech and masker were perceptually co-located, suggesting an increase of listening efforts when the target speech was informationally masked. These results indicate that emotionally conditioning the target speaker’s voice does not change the acoustical parameters of the target-speech stimuli, but the emotionally conditioned vocal features can be used as cues for unmasking target speech.