语言习得有效路径对日语翻译教学的启示简

翻译教学是一个完整、科学的体系,其课堂目标是要培养学生的翻译能力,因此在日语翻译教学的改革中要重视学生翻译能力的习得。翻译能力的习得像其他学习过程一样,是一个动态的、螺旋上升的过程,从入门知识逐步演化为专业技能知识。语言习得有效路径启示我们,在日语翻译教学中,要创设多种互动环境,要加强双语交互思维训练和翻译过程的训练,并建立相关的数据库。     

基于模糊聚类的市场比较法改进研究

市场比较法是目前房地产界估价、定价最常用的方法之一,但在实际应用当中,传统的市场比较法在确定各特征因素修正系数和选取可比实例时,多是根据估价人员的主观判断,因而影响估价结果的准确性。本文通过分析市场比较法运用过程中经常遇到的问题,根据模糊数学理论,引入模糊聚类分析和隶属度、贴近度的概念,并考虑不同特征因素对价格影响的重要程度,而给予相应的权重,改进了传统的市场比较法,从而提高了市场比较法估价结果的准确性。     

Civic Actions after September 11: Exploring the Role of Multi-level Storytelling

Interpersonal and media storytelling were crucial to information dissemination about the September 11 tragedies. The storytelling processes through which urban residents are transformed into members of a broader community are illustrated by their connections to media and their participation in neighborhood discussions and community organizations after September 11. This study demonstrates how a communication infrastructure approach contributes to understanding participation in civil society after September 11.     

排球教学中“领会教学法”实验研究

为适应《体育与健康》课程改革,将“领会教学法”引入初中排球教学,并按“大单元”设计教学过程．进行了教学实验研究,结果表明：“领会教学法”符合现代排球运动的内在要求和技能学习规律,在学生技术掌握、比赛能力、认知能力以及自信心提高等方面收到良好效果;在培养学生学习兴趣,激发学习主动性方面也起到了积极的作用。     

交际教学法在高职英语教学中的应用

外语教学的主要目的在于使学习者掌握一门语言,把语言作为一种工具来进行沟通和交际,交际教学法正是实现这一目的的有效途径。本文从交际教学法的理论与特点入手,结合目前高职英语教学的现状,探讨了交际教学法在高职英语教学中的应用,展示了交际教学法在英语教学中的优越性。     

情景导入法及其在语文课堂教学中的运用

情景导入法是一种有效的教学导入方法,这种导入方法有自身的内涵、特点和功能,并以其运用方式的不同分为不同的类型。教师在运用情景导入法时应遵循如下原则：情景导入法要与语文教学内容相符,与学生的心理特点相符,与客观教学条件相符。     

面授辅导课在高校英语网络教学中的应用研究

面授辅导课在网络教育中被认为是支持学生自主学习的手段之一,在本质和功能上均有别于校园教育中的课堂教学。本研究以北京外国语大学网络教育学院开设的英语技能课程——“高级职业英语”和英语知识课程——“跨文化交际”为例,旨在调查建构主义所倡导的以学生为中心、基于学习任务的教学方法在网络教育面授辅导课中的实现程度、课程类型对实施此娄教学方法的影响及学生对它的反映和评价。研究方法包括调查问卷和统计学分析。研究结果表明：1.网络教育中学生对面授辅导课的需要和重视程度不容忽视;2．课程类型影响学生对面授辅导课的期望、教师的授课方法和学生评价面授辅导课的参考标准;3.作为自主学习的支特手段,面授辅导课在指导学习方法、培养学习能力、评估学习效果和提供情感支持等方面的功能还未得到师生两方面的充分认识和挖掘,研究者在此基础上为如何更好地发挥面授辅导课的助学功能提出了几点建议。     

TPR体系用于专业英语基础课教学之依据

纯理论学究式的教学方法,由于教学过程过于生硬和抽象,无法满足英语语言基础课教学内容的需求。与之相比TPR教学体系有直观生动、快速理解、长效记忆、最低压力以及师生同乐自然的优势,对其有机地使用,更有利于教学效率的提高。     

The generative paradigm

This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and to effectively influence others. Twenty-seven women were interviewed immediately after the course and 14 of these, three months post-course. Most women indicated that their self-confidence had increased and they had become more self-aware. Key factors in facilitating learning opportunities for the women were the instructors and the course environment both physical and social. The holistic course approach provided physical, creative, emotional and reflective opportunities, enabling all the women to develop personally. The challenge of applying their learning on return to prison was highlighted by some participants.

Never did I think that

My life could be changed

In so many ways.

But the challenges I've faced

From being here Lord I Know

That I can make it.

Cos I gotta keep on

Moving on in life

Won't let my spirit fall

Walk on walk on.

Some people tell me

I'd never change.

But now I've seen the light

More clear in every kind of way

I'm alive today

No more worries on my shoulders

I'm gonna make it

Oh yes I am.

Cos I gotta keep on

Moving on in life

Won't let my spirit fall

Walk on walk on.

(Poem by T – Women in Action participant)     

An ethic of care and educational practice

Abstract

This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation.