Second graders articulating ideas about linear functional relationships

In this paper, we explore the ideas that second grade students articulate about functional relationships. We adopt a function-based approach to introduce elementary school children to algebraic content. We present results from a design-based research study carried out with 21 second-grade students (approximately 7 years of age). We focus on a lesson from our classroom teaching experiment in which the students were working on a problem that involved a linear functional relationship (y = 2x). From the analysis of students’ written work and classroom video, we illustrate two different approaches that students adopt to express the relationship between two quantities. Students show fluency recontextualizing the problem posed, moving between extra-mathematical and intra-mathematical contexts.     

高中生“绿色应用”素养的测评研究

基于绿色化学对社会可持续发展的重要性,提出科学教育中“绿色应用”素养的理论框架,结合高中生化学学习特征开发测评工具,实施测量,分析处理测试数据,探查了高中生“绿色应用”素养的行为水平。研究发现,高中生“绿色应用”素养水平与其学科能力水平具有较好的一致性,不存在性别差异。测评结果为绿色化学实践提供借鉴和启发,以促进学生“绿色应用”素养的提升。     

初三学生化学三重表征转化的眼动实验研究

化学三重表征研究一直深受国内外学者的重视,目前,初级表征的研究已有一定的理论基础,但是,次级表征（即不同表征水平之间的转化）的研究仍是研究的弱点和难点。纸笔检测、口语报告研究方法都存在一定的局限。为了从信息加工过程研究三重表征间转化的基本特点,采用眼动分析法对12名初三学生进行3×3两因素混合实验。结果显示：（1）在初三上册期末,学优生基本可以进行三重表征之间的直接转化;（2）学中生符号表征较强且依赖于符号表征,表现出“双通道协同加工”现象,符号—宏观、微观转化水平较强,宏观—微观、符号和微观—符号、宏观转化水平较弱;（3）学困生普遍缺乏三重表征的思维和意识,三重表征间的转化水平较低,相比较而言,符号-宏观、微观表征转化稍强于宏观-微观、符号表征转化和微观-符号、宏观表征转化。     

宁波市中小学生视力不良状况调查

为了解宁波市中小学生视力不良的发生率,以2010年浙江省学生体质调研数据为基础,对宁波市3085名中小学生视力进行了调查研究.结果表明:宁波市中小学生视力不良检出率为69.9%,其中男生为69.0%,女生为70.8%;城市学生视力不良检出率为71.2%,乡村学生为68.6%,可见城市学生的视力不良检出率高于乡村学生,并存在统计学意义(P<0.05);但这种城乡差异和2005年学生体质调研中得到的数据相比较,呈现弱化趋势;视力不良的检出率已不再有性别差异;在低年龄段和轻度视力不良程度内,视力不良检出率随年龄的增长突增期提前,中学学段是学生视力不良重灾区,同年龄段视力不良的检出率远超过2005年调查数据.     

甘肃省会宁县高一学生碘营养状况调查与分析

为调查并分析会宁县高一学生碘营养状况及其对生长发育的影响,采取随机整群抽样法选取研究对象,采集清晨空腹静脉血测量血生化（包括TSH（促甲状腺激素）、FT4（游离甲状腺素）、总蛋白、白蛋白、胆固醇、甘油三酯和磷）、血常规,及取指端末梢血测钙（Ca）含量,同步测昔体格发育状况（包括身高、体质量、上臂围、右臂肱三头肌皮褶厚度）和智力相关指标（联合瑞文IQ值、注意力、学习力、光反射和声反射能力）。结果表明,调查对象TSH平均含鼍为（1．91&#177;1．84）mu／L,低于参考值下限的占61．40％,FT4平均含量为（8．36&#177;7．27）pmol／L,低于参考值下限的占66．49％,TSH和FT4都低于参考值下限的占48．42％,所有渊杏对象TSH和FT4均在参考值上限之内;男女生间比较发现女生碘缺乏程度高于男生（P〈0．001）;从对象膳食碘的摄入量发现,98％以上未达到推荐摄入量,并在生源、性别、年龄间存在差异性;血清碘含量分层分析发现随着碘营养状况的改善,各项智力测试值依次增加,全血Ca和血清P含量存在差别（P〈0．05）;三类指标相关分析显示FT4值与白蛋白、胆固醇、血小板及白细胞数目（P〈0．05）呈止相关关系,TSH与胆固醇、白细胞数目以及甘油三脂（P〈0．05）呈正相关关系;身高和体质量随TSH和FT4含量升高而递增。提示会宁高一学生血清碘亚临床缺乏状态者较多,尤其是女乍,血清TSH和FT4低下检出率比例较大,碘缺乏已经对调查对象的生长发育造成一定的影响。建议采取相应措施,如强化碘盐的供应和管理,普及碘营养知识,提倡摄入含碘丰富的食物,在集中供餐的学校食堂中增加含碘丰富食物的供给,促使该地区学生碘营养状况的改善及人口素质提高。     

基于Logistic回归分析的大学生宗教信仰倾向影响因素研究

利用Logistic回归分析,从14个因素中遴选出6个影响大学生宗教信仰倾向的主要因素,分别是:人是否需要宗教信仰;宗教与马克思主义是否存在根本冲突;是否希望在大学期间了解宗教;尊重还是劝阻信教者;信教者与普通人是否存在不同;政治面貌.制作了《大学生宗教信仰倾向测试表》,并给出测试标准.最后提出了大学生宗教信仰教育的基本观点和策略.     

微型化有机合成实验的实践

１前言微型化有机化学实验有降低学生实验费用、节约时间、减少实验的污染物排放、有利于学生实验技能提高等诸多好处，因此，有机化学实验教学工作者一直为微型化有机实验在努力，比较有机化学实验的新老教材，许多有机合成实验的试剂用量都已大大减少［’，’］，但是，真正毫克级的微型化实验对学生来说因操作难度过大而不易实用化。但随着实验技术的发展，在科研中毫克级的合成己广泛应用，因此，对学生进行毫克级的合成反应实验训练已是迫切需要。本文建立了一套在学生实验中实用的薄层色谱操作，并用之于分析、监测反应、判断产物纯度…     

How young students communicate their mathematical problem solving in writing

This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.     

因子分析法在农村中学生心理健康综合评价中的应用

运用因子分析的方法对中科院王极盛教授编制的"中国中学生心理健康量表"的总分计算方法进行改进,建立了江西省农村中学生心理健康的综合评价模型,为能准确地评价农村中学生的心理健康提供方法上的支持。     

Students’ ways of understanding a proof

We present a model for describing the growth of students’ understandings when reading a proof. The model is composed of two main paths. One is focused on becoming aware of the deductive structure of the proof, in other words, understanding the proof at a semantic level. Generalization, abstraction, and formalization are the most important transitions in this path. The other path focuses on the surface-level form of the proof, and the use of symbolic representations. At the end of this path, students understand how and why symbolic computations formally establish a claim, at a syntactic level. We make distinctions between states in the model and illustrate them with examples from early secondary students’ mathematical activity. We then apply the model to one student’s developing understanding in order to show how the model works in practice. We close with some suggestions for further research.