There is nothing generic about graduate attributes: unpacking the scope of context

This paper sets out to examine the situated nature of graduate attributes through using activity systems theory to explore their contextual nature. It builds on earlier work into graduate attributes by examining the reasons behind the significant variation in their interpretation, thus providing an analysis of the contextual nature of teaching and the implications this has for research and policy. The paper examines the local and individual factors which have a significant influence on the ways in which graduate attributes are understood by teaching staff. Rather than describing graduate attributes as generic, this paper suggests that the teaching of graduate attributes is embedded in local meanings and highly situated and this needs to be acknowledged in higher education policymaking, curriculum design and teaching.     

论文化产业的属性及政策导向

文化产业是我国最具潜力的新兴产业之一。就产业属性而言,文化产业是国民经济产业系列中的一种产业,具有产业发展的共性;同时文化产业又属于精神生产范畴,遵循不同于物质生产的特殊的生产规律;文化产业还具有意识形态属性。三种属性使得文化产业成为国民经济中的一个特殊产业。只有既考虑其一般性,又尊重其特殊性,才能制定出促进文化产业健康发展的产业政策。     

试论微格教学在语文教学论的应用

以往的语文教学论课程重教学理论的传授、轻教学技能的训练，而实施微格教学不仅能使师范生掌握教学理论，而且能高效地掌握教学技能，促进了现代教学理论与实践训练的紧密结合。     

Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance

Three UK studies on the relationship between a purpose‐built instrument to assess the importance and development of 15 ‘soft skills’ are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between‐skills were over‐shadowed by differences between‐students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in ‘softer’ courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non‐academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered.     

综合英语教学中的文化补充

文化补充作为语言教学一项基本内容是必要的。综合英语教学中的文化补充包括 :文章背景知识的补充、词汇教学的文化补充、语言结构的文化补充、运用语言进行交际中的文化补充和英美文化差异的文化补充等。教师本身对这种双重的文化要有一个全面的了解 ,在英语教学中必须以语言实践为主 ,适时地为学生营造具有一定文化氛围的语言环境 ,以增强学生对文化差异的敏感性 ,提高学生的语言交际能力     

中国语境下的后殖民理论误区

20世纪后半叶开始,后殖民理论由西方蔓延到全球。在中国语境下,后殖民批评存在的理论述误成为不可忽视和回避的事实。它具体体现在：以情绪化的“西方主义”取代后殖民批评;认为我国的文学批评患有一种“失语症”而产生的过度焦虑;后殖民批评实践中令人尴尬的悖论处境。由于“西方主义”那鲜明的意识形态性和强有力的挑战性与破坏性,它的兴起阻碍了东西方文化学术交流事业的顺利进行。“失语症”的提出,体现了提出者的拳拳爱国之心。然而,笔者认为,其存在的前提和相应的对策都值得商榷。至于后殖民批评中的理论悖反,这是我们在操持后殖民理论话语时无法回避的事实。关键是要考虑我们在操持这一话语时,我们处于一个什么样的位置上。我们要超越东西方等级制度和人为的冲突模式,不仅要摆脱殖民地、半殖民地心态,而且要排除那种狭隘的民族情绪。     

A test of anxiety/uncertainty management theory: The intercultural adaptation context

Anxiety/Uncertainty Management theory, as formulated by Gudykunst and Hammer (1987a), proposes that intercultural adaptation outcomes are based on the two mediating dimensions of uncertainty reduction and anxiety reduction and sixteen secondary variables that systematically influence uncertainty and anxiety reduction. In this paper, the sixteen variables originally identified are categorized into four “fundamental factors”; (interpersonal saliencies, intergroup saliencies, communication message exchange, and host contact conditions). The present study examines this revised Anxiety/Uncertainty Management (AUM) theory of intercultural adaptation. A total of 291 international students at two universities in the United States participated in the study. The study found overall fit of the revised AUM theory vis‐a‐vis the two mediating factors of uncertainty and anxiety reduction, the importance of interpersonal saliencies for uncertainty reduction, and the importance of host contact conditions for facilitating feelings of comfort and reducing anxiety. Intergroup saliencies were significantly related to uncertainty reduction but not, contrary to expectation, to anxiety reduction. Communication message exchange (which consists of information gathering strategies and second language proficiency) was, again contrary to expectation, not significantly related to either uncertainty or anxiety reduction. Finally, cultural identity showed a small though significant negative relationship to intergroup saliencies, suggesting a stronger, ingroup identity was associated with increased uncertainty. The paper concludes by proffering explanations for the findings and suggestions for future research.     

语境与差异--对中国接受詹姆逊的解读

“詹姆逊在中国”显示了语境对接受的影响。詹姆逊不是后现代理论的原创者,但“新马克思主义”身份使他的后现代理论在中国有众多的读者。90年代兴起的商业文化为中国接受詹姆逊的后现代主义文化理论提供了现实语境,中国接受者却悬置了他的批判立场。詹姆逊对现代性的批判、对多样现代性的质疑是基于西方知识分子的反思,却与中国对现代性追求的特殊语境存在落差。     

人工智能背景下专业人才培养的发展路径与方向——基于会计职业相关数据的实证研究

人工智能技术被普遍认为是一种通用目的技术,将对劳动力技能和劳动力市场产生广泛而深远的影响,由此引起技能市场中关于技术性失业的忧虑和争议。人工智能时代专业人才培养应何去何从?为回答这一问题,从厘清弱人工智能和强人工智能的概念出发,在吸纳经典劳动经济学理论的基础上,以Autor、Levy与Murnane创建的ALM模型为框架,以会计职业为例,利用美国职业信息教育网络(O*net online)数据与中国相关数据,分析会计职业总体技能需求的变化,结果显示在原本由程式化认知技能主导的会计职业中,非程式化认知技能与交互技能的需求在逐渐扩大并加速增长。进一步利用Python技术,对中国各大招聘网站的会计岗位招聘文本进行挖掘和词频分析,验证了以上结果并将具体技能要素分析细化。针对人工智能背景下专业人才培养面临的挑战,提出了多层次、复合型、前端化和终身化等对策。     

高等教育学的专业属性及其对人才培养的规定性

明确高等教育学专业的属性及其对人才培养的规定性,是解决本专业研究生培养模式改革的认识基础。高等教育学专业具有理论性与实践性相统一的特性,要求高等教育学专业的人才具有理论素养与实践能力紧密结合的素质,即不仅具备宽厚的理论基础,而且有强烈的研究意识和较强的实践能力。     

注重风教”的价值观念--论古代戏曲导演理论

儒家学说“注重风教”的观点对于古代戏曲导演理论的影响至深至远。儒家重视思想教化和陶冶情操、协调人际关系等精神要义,成为戏曲导演艺术创作的主流和传统。在中国古代戏曲导演史上,追求戏曲艺术对于人的陶冶、教育作用以及对于社会的重大责任感,始终是指导古代戏曲导演创作的一个恒久不变的艺术准则。     

Extending attributes page: a scheme for enhancing the reliability of storage system metadata

In an object-based storage system, a novel scheme named EAP （extending attributes page） is presented to enhance the metadata reliability of the system by adding the user object file information attributes page for each user object and storing the file-related attributes of each user object in object-based storage devices. The EAP scheme requires no additional hardware equipments compared to a general method which uses backup metadata servers to improve the metadata reliability. Leveraging a Markov chain, this paper compares the metadata reliability of the system using the EAP scheme with that using only metadata servers to offer the file metadata service. Our results demonstrate that the EAP scheme can dramatically enhance the reliability of storage system metadata.     

试论语境及其制约下的译文选择

语言的表达形式和确切含义无时无刻不受其所处语境的制约。在英汉翻译时，原词、句与它对应的译处于中西不同的语境中，因此，当我们进行译选择时，就必须对语境的影响和制约作用有充分的认识，并运用一定的技巧，从而使译从内容到形式都符合中西不同的语言习惯及化背景。     

学风学说是马克思主义理论体系的重要组成部分

学风学说是马克思主义理论体系中的重要内容和有机组成部分,坚持和发扬马克思主义学风是马克思主义理论的实质体现,是马克思主义政党的根本要求,是中国革命和建设实践的根本需要.     

In the context of multiple intelligences theory, intelligent data analysis of learning styles was based on rough set theory

The present study aims to identify the relationship between individuals' multiple intelligence areas and their learning styles with mathematical clarity using the concept of rough sets which is used in areas such as artificial intelligence, data reduction, discovery of dependencies, prediction of data significance, and generating decision (control) algorithms based on data sets. Therefore, first multiple intelligence areas and learning styles of 243 mathematics prospective teachers studying at a state university were identified using the “Multiple Intelligence Inventory for Educators” developed by Armstrong and the “Learning Styles Scale” developed by Kolb. Second, the data was appropriated for rough set analysis and we identified potential learning styles that a student can have based on the learning style s/he already has. Certainty degrees of the learning style sets were α_R(D) ≅ 0.717, α_R(C) ≅ 0.618, α_R(AS) ≅ 0.699, α_R(AC) ≅ 0.461, and these sets were found to be rough sets. Finally, decision rules were identified for multiple intelligences and learning styles.     

从知识的智慧含量谈文学理论教学改革

根据传授高智慧含量知识的要求 ,文论教学内容应处理好多与精、旧与新、主与次的关系 ;在教学方法上应结合具体内容探讨具体方法 ,同时注意向学生显示教法、帮助学生认清知识形成的方法、启发学生求异思维方法等。智慧型教学内容和教学方法的理论探讨和实践运用 ,有助于传授学科知识向促进素质发展转型     

案例教学在高校思想政治理论课的实践研究

高校思想政治理论课是对大学生进行思想政治教育的主渠道,但从实际情况看思想政治理论课较为普遍地存在实效性不强的问题,如何切实增强思想政治理论课的实效性是一个重大的课题,本课题组在教学实践过程中对案例教学进行了尝试,并就进一步完善案例教学进行了探讨。     

南方谈话是邓小平理论体系形成的标志

南方谈话是邓小平理论的代表作,在邓小平理论发展史上具有非常重要的地位。南方谈话在我国改革开放和社会主义现代化建设的关键时刻,回答了长期困扰人们思想的一系列重要理论问题,是对科学社会主义理论的突破性发展,标志着邓小平理论形成为一个完整的体系。     

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration

Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing activities. The study drew on longitudinal observations of ongoing activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. Selected pairs’ collaborative creative writing activities were observed and recorded using video and audio equipment in the literacy classroom and in the ICT suite (13 pairs, about 2-4 occasions each).The research built on the contextualised, qualitative analysis of the social and cognitive processes connected to shared creative text composition. Using an analytic tool developed specifically for creative writing tasks, we linked collaborative and discursive features to cognitive processes associated with writing (‘engagement’ and ‘reflection’). The research has identified discourse patterns and collaborative strategies which facilitate ‘sharedness’ and thus support joint creative writing activities.The paper discusses two significant aspects of the observed paired creative writing discourse. It reports the significance of emotions throughout the shared creative writing episodes, including joint reviewing. Also, it shows children's reliance on collaborative floor (Coates, 1996), with discourse building on interruptions and overlaps. We argue that such use of collaborative floor was indicative of joint focus and intense sharing, thus facilitating mutual inspiration in the content generation phases of the children's writing activities. These findings have implications for both educational research and practice, contributing to our understanding of how peer interaction can be used to resource school-based creative activities.