以布伯哲学为基础的对话治疗与罗杰斯的个人中心疗法之比较

通过比较马丁·布伯哲学的对话治疗与卡尔·罗杰斯的个人中心疗法的关联,从二者的比较中,可以看出对话心理治疗和个人中心疗法分别代表了他们二者不同理论中的主要思想,他们在理论构建上和治疗实践中有很多相似的地方,但也有不同之处。最后,还将讨论他们两者的思想对于后现代心理思潮的影响。     

Using Metaphor Theory to Examine Conceptions of Energy in Biology,Chemistry, and Physics

Energy is one of the most important unifying themes in science. Yet the way energy is conceptualized varies depending on context. In this paper, the discourse used to explain the role of energy in systems from biology, chemistry, and physics is examined from the perspective of metaphor theory. Six substance metaphors for energy are identified in pedagogical discourse (i.e., textbooks and the science education literature): energy as a substance that can be accounted for, can flow, can be carried, can change forms, can be lost, and can be an ingredient, a product or stored in some way. Each of these conceptual metaphors highlight and obscure various characteristics of energy, and provide a set of frameworks that each afford a different understanding of the energy concept.     

浅谈化学入门教学

初中化学是化学的入门基础.教师在教学中要做到:1)充分利用化学实验的魅力,激发学生兴趣;2)加强化学与社会、生活的密切联系,做到学以致用;3)培养学生的动手能力和观察能力;4)融德育教育于化学教育之中.要充分利用初中学生对新生事物感兴趣、求知欲高的特点,使学生对化学产生浓厚的兴趣,并做到看-做-识的统一,进而学好这门功课.     

普通医学院校英语教学发展研究

普通高等医学院校中的医学英语教学面临着严峻的挑战,不合时宜的医学英语教学模式亟待改变.在总结我院高等医学院校医学英语教学现状的基础上,本文指出医学英语教学从教材、师资、教学内容到教学方法存在的诸多问题,并分析讨论解决这些问题的方法,以实现提高医学英语教学质量与水平的目标.     

Peer Networking as a Dynamic Approach to Supporting New Faculty

This article presents a dynamic method of supporting new faculty through a peer support group led by a facilitator. Group members participate in ongoing self-assessment, individualized goal setting, and activities that reflect the changing needs of the group. We explain the history and activities of the group and also the benefits for institutions considering developing a support mechanism for new faculty.     

教师反馈及同侪反馈应用于公共英语写作教学之行动研究

网络的发展,给高校政治理论课的教学带来很大影响,如何适应日新月异的网络环境,已经成为高校政治理论课教学着重研究的重要课题。本文主要探讨了网络环境给大学生的思想状况、学习方式、政治理论课教师的角色定位、政治理论课教改的途径选择带来的影响。     

教师反馈及同侪反馈应用于公共英语写作教学之行动研究

网络的发展,给高校政治理论课的教学带来很大影响,如何适应日新月异的网络环境,已经成为高校政治理论课教学着重研究的重要课题.本文主要探讨了网络环境给大学生的思想状况、学习方式、政治理论课教师的角色定位、政治理论课教改的途径选择带来的影响.     

Using Newspapers to Examine the Nature of Science

This paper describes the use of newspapers in a philosophy of science course.Using the newspaper as a required text facilitates student exploration of the nature of science by examining current scientific topics. Students in the course read The New York Times on a weekly basis. The articles from the Times support two pedagogical activities: newspaper journals and weekly discussions. The journals consist of free responses to published articles and serve as a means to encourage students to direct their own learning. The weekly discussions permit a free exchange of ideas about controversial topics while facilitating discourse about a multitude of topics concerning the nature of science. This paper describes the course design and provides several examples of how newspaper articles can be used as pedagogical resource.     

英语同辈反馈在主谓一致输出中的应用

根据英语同辈反馈理论设计实验,通过制定主谓一致错误项目核查表,建立一个操作性强的研究框架。两个反馈表格的数据分析表明：无论组员的起始水平如何,经过同辈反馈的训练,学生的成绩都能得到提高。同辈反馈对提高句子输出正确性具有有效性和可操作性。     

以任务为基础的教学途径初探

以任务为基础的教学途径以现代语言学习理论、认知心理学、人本主义心理学理论为基础,摒弃传统的以教师为中心的观念,主张语言学习以学习者为中心。它所关注的是：在语言学习过程中,教师是否是从“学”的角度来设计教学活动,是否为学习者设计了交际任务。它要求学习者主动参与真实的交际活动,运用目的语完成活动任务,通过活动的开展和任务的完成,发展认知能力,形成语言能力。应用以任务为基础的教学途径,对于当前我国外语教学中所存在的重教师的讲授、轻学生的学习;重语言形式、轻语言内容;重语言知识、轻语言能力等弊端,具有较强的反拨作用。     

利用活动理论分析在线学习中的社会交互(英文)

本研究旨在从活动理论和社会性技能的视角,构建有关在线学习中社会交互的最新知识。研究基于活动理论和社会性技能的一个联合框架,对在线学习的参与者进行了一系列的连续性过程性访谈和总结性访谈,并利用内容分析方法对访谈文本进行了分析。研究结果包括四个方面的内容:课程设计和任务要求与学生的个人经历和非课程需求相互作用,形成了课程活动的方式和动机;在线学习的社会本质对于获取帮助、建立动机有着重要意义,并部分程度上是由学生可获得的工具建构的;对社会信息的意识影响了学习行为;任务的可视化促进了社会学习的满意度。     

Using a Card-Sorting Task to Elicit and Clarify Science-Teaching Orientations

Journal of Science Teacher Education -     

Using Testlet Response Theory to Examine Local Dependence in C-Tests

C-tests are gap-filling tests widely used to assess general language proficiency for purposes of placement, screening, or provision of feedback to language learners. C-tests consist of several short texts in which parts of words are missing. We addressed the issue of local dependence in C-tests using an explicit modeling approach based on testlet response theory. Data were provided by a total sample of 4,708 participants working on eight C-test texts with 20 gaps each. The resulting parameter estimates were compared to those obtained from (a) a polytomous item response theory (IRT) model and (b) a standard IRT model that ignored the dependence structure. Testlet effects proved to be very small and correspondence between parameters obtained from the different modeling approaches was high. When local dependence was ignored reliability of the C-test was slightly overestimated. Implications for the analysis of testlets in general, and C-tests in particular are discussed.     

反馈在新闻写作课教学中的运用

反馈是控制系统把输出信息的结果返回传入,影响信息再输出的一个过程,它是人类有意识活动表现出来的一种行为调控特征.教学活动是师生之间进行的一种信息双向传递活动,教师输出教的信息,学生反馈学的信息,它们之间存在着反馈机制.如何有效地利用反馈原理实施有效的教学,对提高教学质量至关重要.     

Peer Collaboration on a Nonverbal Reasoning Task by Urban,Minority Students

An experimental study of collaborative reasoning in 86 7th-grade minority students from an urban, low-income school was conducted. The students completed items from the Test of Nonverbal Intelligence-Third Edition (TONI-3) and were asked to provide written explanations for their judgments. All students worked individually during the pretest and posttest phases of the study. During the experimental phase, some students worked independently while others worked in small, same-gender or mixed-gender groups. Significant improvements in judgments were evident during the experimental phase for all groups except the single-gender female group. The mixed-gender group reached the ceiling level of performance and outperformed both the students who worked independently and the collaborative, single-gender female group during the experimental phase. Posttest judgment scores declined and were not significantly different from pretest scores for any group. Significant improvements in written explanations for judgments were evident during the experimental phase and were maintained on the posttest by all groups. The students who collaborated had higher percentages of fully correct explanations on the posttest than students who worked alone. Collaborative experiences were beneficial for students' reasoning about unfamiliar, moderately difficult, nonverbal problems.     

运用『同伴影响力』促进学生健康发展

在儿童的学习活动中,同伴的言行表达对学生个体在学习效果和情绪智力的发展中产生多大的影响?面对这个问题,我作了一些理论思考和课堂实践探索,举两个例子来说:     

反馈类型的快速判断法

在实用的放大电路之中,几乎都引入负反馈技术.因为它可以稳定静态工作点,稳定放大倍数,改善波形,增加通频带宽度,还可以改变输入、输出阻抗.一句话,就是可以改善放大电路的性能指标.但是,通常对负反馈类型的判断是比较困难的.本文依据反馈的基本定义和规则对分离元件组成的电路提出了一种快速判断反馈类型的方法.