ENHANCING CLASSROOM COURSES WITH INTERNET TECHNOLOGY: ARE COURSE WEB SITES WORTH THE TROUBLE?

This article reports the findings of a survey of faculty who publish course Web sites associated with their classroom courses. The communication goals and educational objectives of the sites were identified and evaluated, along with the investment of time and resources required to create and maintain the sites. Most instructors indicated that their goals for the Web sites have been entirely or largely achieved, and most consider the sites to be essential to successful course design. Some of the sites have accomplished administration and communication objectives not readily achievable through traditional, nonelectronic classroom procedures. In contrast to Web usage in distance learning courses, however, few of the sites made use of the Web as an instructional medium to deliver partial or complete learning modules online. The paper concludes with a discussion of the implications of the study for present and future classroom faculty.     

Speech communication education in the eastern states

This study examines the status of speech communication education in the Eastern states. The survey respondents revealed that speech communication education programs continue to prepare secondary school teachers of speech and drama. Further, enrollments in these programs has declined markedly in the last few years. At the same time, however, communication training offerings in business/industry/government agencies have developed, providing alternative career opportunities for speech communication education graduates.     

Speech and language therapy provision for children using augmentative and alternative communication systems

A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.     

论国际中学数学课程目标的改革方向

注重数学应用是强调问题解决的必然结果;数学交流对培养学生的数学素质有着重要的作用;数学思想方法已被世界各国作为一种精神来传授;学生自信心的培养是数学课程目标的最高境界。这些方面集中体现了当前国际中学数学课程目标的改革方向。研究国际中学数学课程目标的发展方向,对有效地指导我国中学数学教育教学具有积极的现实意义。     

良好的组织气氛在学校目标管理中的作用及其营造策略

上下同欲的组织气氛在学校目标管理中具有导向作用、约束作用、凝聚作用、激励作用,因此,为了有效地推进学校目标管理,一是要建立一种高关怀的领导模式,倡导对教职工的人性化关怀,诱发教职工发挥最大效能;二是制定良好的沟通机制,增强教师对组织的认同忠诚,提高工作绩效水平;三是以有效的规章制度,营造弹性合理的学校环境。     

1948年与改革开放后高中英语课程文件对比研究

对1948年与改革开放后各高中英语课程文件的结构、课程目标、课程内容以及课程实施等方面进行对比得知,改革开放后课标结构更加完整、周密、系统,更加重视学生全面素养发展,课程内容更加综合化、目标化、语用化,课程实施的内涵更加丰富,评价被纳入英语课程,并逐步建立了一套完整体系,教师获得了更大的弹性空间;但前后两个时期的课程文件均为适应社会变革需要、汲取长期经验教训而颁行,均十分重视课程目标、课程内容和课程实施三方面的课程规划,均重视“双基”的锤炼。     

Organizational communication competence: The development of an industrial simulation to teach adaptive skills

This essay explores the rationale and development of an industrial simulation course in organizational communication. A review of the cognitive, performance, and behavioral objectives relevant to organizational competence provides the bases for developing a simulation course using small groups, organizational problems, and group discussion methods.     

Speech problems in labor ‐ management relations

This article compares traditional methods of instruction on the organization of ideas with both linear and branching programmed methods. In view of the increasing demands on the basic college speech communication course, branching programmed instruction may provide a viable alternative to traditional methods for teaching the cognitive aspects of speech communication in the basic course.     

How to use television to publicize your organization

As speech communication instruction is offered in an increasing number of secondary schools, academic courses are changing to include study of a broader spectrum of communication behavior. Paralleling this transition is increased concern among language arts educators for students’ personal and intellectual development through talk and drama. This article describes each of these developments and suggests an expanded role of speech communication in the secondary school curriculum through a blending of both movements.     

大学生英语演讲中的非言语交际模态

对非言语交际模态进行概述,运用多模态分析软件ELAN4.4.0对两位英语演讲比赛选手即兴演讲语料进行分析,认为演讲过程中的非言语交际模态,配合言语行为进行交际,不仅可以加强语言交际力度,还可以弥补语言交际不足。对教师开展大学英语演讲教学及学生演讲的有效发挥具有启示意义。     

高中思想政治复习基本方法

新课程理念下的思想政治,在继承传统的基础上,对高中政治课进行了与时俱进的创新,其理论表述更加浅显通俗、课程设置更加贴近现实,学习目标由知识、能力目标上升为知识与能力、过程与方法、情感态度价值观三维目标。在这样的背景下,作为全国性选拔考试的高考,要求亦同步推进。笔者通过对新课标的研究及教学反思,从落实基础知识、理论联系实际、注重解题方法三方面进行梳理,归纳整理出高中政治复习课教学的基本思路。     

The effects of speech and language therapy intervention on children with pragmatic language impairments in mainstream school

In this article, Catherine Adams, clinical senior lecturer in speech and language therapy at the University of Manchester, and Julian Lloyd, senior lecturer in psychology at Newman College, Birmingham, describe the implementation and effects of an intensive programme of speech and language therapy for children who have pragmatic language impairment (PLI) attending mainstream education in the north west of England. An intervention which focused on aspects of pragmatic language such as conversation, inference and narrative was developed. Six children who have PLI (mean age=7;10 years), all with a Statement of special educational needs, participated in a single case study series in which they each received 20 sessions of the speech and language therapy programme in their own school. Guidance and specific training was provided for learning support assistants and classroom teachers. Despite showing heterogeneity in their initial profiles of impairment, progress in conversation skills was seen in all six children and some significant changes in language test performance were found. These findings suggest that intensive speech and language therapy intervention has the potential to produce generalis-able gains in language and communication skills in children who have PLI and indicate appropriate outcome measures for future effectiveness studies.     

方言资源在语文教育中的特殊地位

长期以来,由于种种原因,方言资源在语文课程与教学中未能得到有效的开发和利用,使语文的课程文化受到了局限。实际上,方言与普通话并不是“非此即彼”的排斥关系,而应当是互补双赢的关系。在科学发展的今天,方言表达了一种多元文化的诉求。方言资源的适当运用,对语文教学中的阅读领域、口语交际领域、写作领域都有着不可替代的特殊作用。     

Reducing student procrastination in a personalized system of instruction course

This study examined the effects of three pacing procedures on student withdrawal rate, rate of progress, final examination performance, and attitude in a personalized system of instruction course. Undergraduate students (N = 100) who were enrolled in an introductory speech communication course were randomly assigned to either a reward, penalty, or control condition. Those students in the penalty group proceeded through the course at a more rapid pace than students in the control group. There were no significant differences in student withdrawal rate, final examination performance, and attitude. Final examination performance was not affected by the interaction between pacing procedures and student perception of locus of control. The benefits of reducing student procrastination, and appropriate means of doing so, are discussed in light of these results.     

全球化背景下的国际高中课程述评——以IB课程、AP课程为例

I B课程和AP课程是很优秀的国际课程,被全球教育界认可为具有较高学业水准的教育项目,在全球范围内迅速发展壮大,成为国际学生考取国外大学的最理想选择。它们的课程理念先进,强化学生学习领域的拓展,崇尚实践和创新;它们的课程体系完备,基础课程、拓展课程、选修课程,满足学生发展的真实需要。述评这两种课程,研究学习这两种课程,对于思考完善当今国内的高中课程改革很有意义。     

间接言语行为与情感因素——间接言语行为理论在中学英语教学中的应用

间接言语行为由于具有间接性、委婉性的特点,在中学英语课堂师生互动、言语交际的过程中,它们对良好情感因素的开发、培养和维持发挥着重要的作用。而情感因素作为一种重要的非智力因素,在中学生的语言学习过程中起着重要的作用。因此,有必要把间接言语行为和情感因素结合起来,探讨间接言语行为理论在中学英语课堂教学中的应用。     

让师范生建立起理论与实践的联结——教师专业发展学校背景下的《教育专业观察》课程开发实践

2012年开始将“教育专业观察”作为一门独立的专业必修课程列入了小学教育本科的人才培养方案,现在本课程的培养目标基本明确,内容体系基本形成,实践场所与教学设备基本健全,考核办法也基本规范。     

Introducing Risk Management Techniques Within Project Based Software Engineering Courses

In 1996, USC switched its core two-semester software engineering course from a hypothetical-project, homework-and-exam course based on the Bloom taxonomy of educational objectives (knowledge, comprehension, application, analysis, synthesis, and evaluation). The revised course is a real-client team-project course based on the CRESST model of learning objectives (content understanding, problem solving, collaboration, communication, and self-regulation). We used the CRESST cognitive demands analysis to determine the necessary student skills required for software risk management and the other major project activities, and have been refining the approach over the last 5 years of experience, including revised versions for one-semester undergraduate and graduate project course at Columbia. This paper summarizes our experiences in evolving the risk management aspects of the project course. These have helped us mature more general techniques such as risk-driven specifications, domain-specific simplifier and complicator lists, and the schedule as an independent variable (SAIV) process model. The largely positive results in terms of review of pass / fail rates, client evaluations, product adoption rates, and hiring manager feedback are summarized as well.     

Curriculum,pedagogy, and the Cambridge Primary Review: a response to R.J. Campbell

Year after year, the interest in early learning of the state language by non-Estonian children has increased. In Estonia, the course has been directed that non-Estonian learners have to reach functional bilingualism by the time they leave basic school and thus to become competitive in labour and education markets in Estonia. The objective of the present study is to explain – based on the teachers’ assessments – meeting the objectives of the curriculum at the end of the kindergarten period and at the first stage of basic school by the children having participated in the early language immersion programme. The method of this study was a questionnaire. The results of this study showed that the children having been taught by the language immersion methods were well prepared for school, and their knowledge, linguistic skills and the capacity of self-expression were appropriate for their age in both languages.