郁晓华 等：Factors that impact social networking in online self-regulated learning activities
Among the literature on self-regulated learning and social networking, the studies, which explore the impact of social networks on learning regarding connection sizes and relationship-establishing factors, are rarely seen in the context of social networking among strangers. This descriptive study addresses the gap by exploring data from 468 Chinese junior high school graduates in an online learning resource platform with an integrated social network. The data is digitally generated when the graduates engaged in online self-regulated learning activities for an average of 36 days without any facilitations. The data analysis explores the connection sizes and types of follow links, types of self-regulated learners, and their relationship with lesson completion. The study reveals that social networks trigger different levels of learning engagement. Specifically, the graduates with bidirectional follow links and the optimal connection size of five complete more lessons than other graduates. The study also finds that academic factors (similar learning goals and achievement gaps) are more important than social factors (common identity) in establishing social connections to support self-regulated learning activities. These findings have direct implications for the design of social networking that facilitates self-regulated learning, and enhances students’ self-regulated learning efficacy in online learning environments.
点击查看：郁晓华《Factors that impact social networking in online self-regulated learning activities》
王占魁：“爱智”抑或“爱人”——论中国儿童哲学课程的价值与未来
在哲学”爱智”传统的背后包藏着”爱人”的价值意蕴，这是哲学从源头上切近教育的思想基因。承继这一价值意蕴，儿童哲学课程的开创者李普曼也为儿童哲学指出了”思考自我”和”学会推理”两项使命。面对当下中国学校教育的现实，在中小学开展儿童哲学课程实验实为中国基础教育的一大进步。然而，业已尝试开展儿童哲学课程探索的学校里，实验者更多地是在追求儿童哲学的”哲学性”（爱智传统），而对如何让儿童哲学成为”儿童的”（爱人传统）思考不足。质言之，如何在追求”爱智”（哲学性）的过程中体现”爱人”（儿童性），或者说如何以”爱人”（儿童性）的方式追求”爱智”（哲学性），进而实现中国传统课堂整体上从”灌输式教学”向具有儿童哲学品质的”论证式教学”转变，乃是今后中国儿童哲学课程的历史使命。长远来看，”儿童哲学”客观上要求它不仅仅是”一门课程”，而是应当融入学校的整个课程体系成为”全科的”进而成为”全体教师”的”教育哲学”。届时，作为一种教育哲学和教师哲学的”儿童哲学”，必将是对既往课堂教学在板书和课堂形态上的一系列改观，从而极大地提升学生在课堂学习过程中的生命质量和思维品质。
点击查看：王占魁《“爱智”抑或“爱人”——论中国儿童哲学课程的价值与未来》
徐国兴：资优本科生学术志趣发展的类型、成因及效应——基于九所“双一流”建设高校的调查分析
对九所”双一流”建设高校本科生的问卷调查发现:资优本科生的学术志趣发展可分为四种类型，按占比从大到小分别是理想型、正常型、积极型、独立型;与正常型相比，学生学习参与和教师教学既对理想型也对独立型产生显著的正向影响，但对积极型无显著影响，教与学之外其他因素对学术志趣发展的影响较微弱;理想型学术志趣发展对学生通用能力的提升有显著正向影响，但独立型和积极型几乎无显著影响，学生学习参与和教师教学对学生通用能力提升的正向影响更为显著。探索资优本科生培养制度改革应充分关注本科教学功能的多元性、相对性和稳定性，审慎推进。
