From Lifelong Learning to Lifelong Teaching: Teaching as a call to style

This paper offers the viewpoint that franchised Further Education-based degree courses should be continued and expanded, since these colleges are less likely to intimidate adult (potential) students. A modified American '2 + 2' learning scenario (2 years in FE college followed by 2 years concluding the degree in a university) is discussed.     

Beyond translation: adapting a performance-task-based assessment of critical thinking ability for use in Rwanda

Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can best be overcome by explicitly developing tests for use in specific contexts. However, resource constraints often prevent this possibility. An alternative strategy is to adapt an existing instrument for use in a particular context. Although adaptation is the norm for high-stakes cross-cultural assessments, it is often not attempted for single country research studies. This may be due to an assumption that adaptation is excessively technical or will add significantly to a study timeline. In this article, which relies on data from a recent study in Rwanda, we present a methodology for adapting a performance-task-based assessment of critical thinking. Our experience with this methodology suggests that small teams can adapt instruments in a relatively short time frame, and that the benefits of doing so far outweigh any cost.     

论巴赫金的参与性美学文论范畴

本文试图通过剖析巴赫金诗学的核心——参与性美学文论范畴的特点，探究巴赫金早期哲学美学与文学思想之间的深层次联系，从整体上理解巴赫金理论的价值立场。巴赫金参与性美学文论范畴的特点包括：文化整体视野下的大文学观和参与性思维上的审美事件性；形而上学基础上的文学形式观；以他人范畴为核心的范畴体系。     

论科幻小说的概念

科幻小说的概念处于混乱的状态。这种混乱主要起源于门类的跨越性和写作的实验性。在分析了科幻小说4个主要定义族类之后，作者提出了一个包含6因素的科幻概念，这6个因素是文学状态、探索特征、科学内含、认知方式、审美因素和警世因素。     

现代教学论的范畴与体系

教学论范畴是教学论独特的思维形式，是教学论的理论要核与基石；建立起由学科的概念范畴构成的理论体系，不仅是学科发展之必须，也是学科成熟的主要标志；在分析教学论范畴和理论体系关系的基础上，对传统教学论的基本范畴进行归类和梳理，提出并阐述了现代教学论的基本范畴及理论体系。     

An Informetric Investigation into the Potential for Change in Belgian Art Education at the Beginning of the Twentieth Century

The beginning of the twentieth century was a period of pedagogical enthusiasm and renewal in the field of education. Based on a list of articles concerning art education published in Belgian periodicals between 1903 and 1923, the author undertakes an analysis of the title words in order to study how the subject was able to evolve. For this purpose, the pertinent title words are grouped into content categories. It can be seen that these content categories demonstrate specificity compared to other periods. The specificity of the subject at a given moment implies that the transformation of the subject consists of the emergence, the decline or the exchange of categories, which can also be demonstrated. The connections of these variations to historical facts are substantiated. It can therefore be stated that these variations represent the historical evolution of the subject. However, such emergence, decline and exchange of categories is only possible on condition that each category is able to vary independently of the others. This is shown by an autonomy index as well as by an 2‐test. Thus, art education did not drop from the sky as a ready‐to‐teach school subject. Art education is always what the people make of it, which makes reflection on what it could be or has to be so important at any given moment too.     

颜色词语义模糊性的原型描述

本文将认知语言学的原型范畴理论和模糊合论运用于描述颜色范畴的相互依赖和融合状况，揭示了合成颜色词的隶属度是基本颜色范畴的模糊“并”运算，衍生颜色词的隶属度是基本颜色范畴的模型“交”运算，论证了把语义范畴看成是模糊集合的可行性。     

Prior experience shapes metacognitive judgments at the category level: the role of testing and category difficulty

Most metacognition research has focused on aggregate judgments of overall performance or item-level judgments about performance on particular questions. However, metacognitive judgments at the category level, which have not been as extensively explored, also play a role in students’ study strategies, for example, when students determine what topics to study for an exam. We investigated whether category learning judgments (CLJs) were sensitive to differences in the difficulty of general knowledge categories. After either studying or being tested on facts from several categories (e.g., Shakespeare, Astronomy), participants estimated the likelihood that they could correctly answer new questions from those categories on a later test (i.e., they made CLJs). Results of two studies showed that CLJs were sensitive to differences in category difficulty. Further, participants gave lower or more conservative CLJs when they took an initial test as compared to studying questions from the categories. Results are discussed in terms of the value and relevance of CLJs both in educational settings and in theories of metacognition.     

Goodness of Fit in Item Factor Analysis: Effect of the Number of Response Alternatives

The power of the chi-square test statistic used in structural equation modeling decreases as the absolute value of excess kurtosis of the observed data increases. Excess kurtosis is more likely the smaller the number of item response categories. As a result, fit is likely to improve as the number of item response categories decreases, regardless of the true underlying factor structure or χ²-based fit index used to examine model fit. Equivalently, given a target value of approximate fit (e.g., root mean square error of approximation ≤ .05) a model with more factors is needed to reach it as the number of categories increases. This is true regardless of whether the data are treated as continuous (common factor analysis) or as discrete (ordinal factor analysis). We recommend using a large number of response alternatives (≥ 5) to increase the power to detect incorrect substantive models.     

博客文体的个体形态与群体形态研究

近年来,博客已经为越来越多的人所认识和接受,显示出强大的吸引力和生命力。从每一个个人博客到分门别类的群体博客,都在日益走近平民百姓,在不断地发展、壮大。探讨了博客的个体形态与群体形态的特点,揭示出二者存在的矛盾性状态与矛盾的意义,以有利于促进博客的健康发展。     

The learning of basic-level categories by pigeons: the prototype effect, attention, and effects of categorization

Pigeons were trained to classify composite faces of two categories created by mimicking the structure of basic-level categories, with each face consisting of an item-specific component and a common component diagnostic for its category. Classification accuracy increased as the proportion of common components increased, regardless of familiar and novel item-specific components, with the best discrimination occurring at untrained original faces used as the common components. A no-categorization control condition suggested that categorization gives rise to equivalence for item-specific components and distinctiveness for degrees of prototypicality. When some item-specific components were shared by exemplars of the contrasting categories, those that were not overlapping between the categories became the effective cues for the pigeons’ responses. Implications of these results are discussed in the context of current categorization and associative learning theories.     

Video-stimulated recall in cross-cultural research in education: a case study in Vietnam

This paper examines incorporating video-stimulated recall (VSR) as a data collection technique in cross-cultural research. With VSR, participants are invited to watch video-recordings of particular events that they are involved in; they then recall their thoughts in relation to their observations of their behaviour in relation to the event. The research draws on a larger Ph.D. project completed at an Australian university that explored Vietnamese lecturers’ beliefs about learner autonomy. In cross-cultural research, using the VSR technique provided significant challenges including time constraints of participants, misunderstandings of the VSR protocol and the possibility of participants’ losing face when reflecting on their teaching episodes. Adaptations to the VSR technique were required to meet the cultural challenges specific to this population, indicating a need for flexibility and awareness of the cultural context for research.     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。     

Evaluation of the degree of coherence found in students' conceptions concerning the particulate nature of matter

Students' conceptions are characterized by some authors as having a high degree of coherence while, in the minds of others, they show little coherence and great heterogeneity. The objective of this study was to throw light on this problem by reference to the particulate nature of matter, a topic where great discrepancies have been observed in the degree of coherence shown by students. We interviewed 43 students aged 9–22 years to evaluate the coherence of their replies, using a questionnaire in which different methodological strategies are incorporated, as will be explained below. A qualitative analysis of the students' replies to the interviewer's questions permitted a group of empirical categories to be established, which were then arranged hierarchically. The quantitative analysis of these categories gave rise to new categories, which we call structural categories. These permitted us to select the most significant variables, to identify the different types of conceptions held by the subjects and to assign to each a given level of conceptualization. They also revealed the high degree of coherence in the replies given to different tasks. The usefulness of the proposed method for studying students' conceptions and for evaluating their degree of coherence is confirmed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 577–598, 2006     

认知语法视角下的词类范畴

文章以认知语法理论为视角,分析了名词、动词、形容词、副词和介词等主要词类的语义结构,并对这些主要词类的范畴化关系网络作了粗略的描写;认为认知语法的词类划分符号法有助于达到语言研究的描写充分性和解释充分性两大目标。     

范畴中心的一点注记

刻画了平凡扩张范畴与单对象预加范畴的表示范畴的中心,并应用到相应的环模范畴的研究,推广了N.Jacobson的一个结果。     

Preschool teachers' and students' attitudes towards playful preschool activities: a cross-cultural comparison between Germany and the Netherlands

This study compares the attitudes of preschool teachers and students between the Netherlands and Germany towards typical play activities in preschool. The data were responses to short video clips of preschool children's play and elicited the respondents’ attitudes through questionnaires. The data were analysed by classifying the written responses into four categories. The frequencies of the categories were tested with MANOVA with regard to expert–novice position and country. Differences between professionals and novices were found, and for professionals only, the four categories were interrelated, showing a stronger holistic view of early childhood activities. Differences were also found between the countries, and two of the categories seemed especially sensitive to cultural differences. We discuss how reflection on activities can add to a higher degree of professionalism, as well as a more profound understanding of ways to improve preschool teacher training.     

论现代大学制度的基本范畴

现代大学制度是支撑现代大学的存在,维持其正常的办学秩序,并促进其功能实现的制度。现代大学制度的概念在我国的出现始于20世纪90年代中期,关于其基本范畴的阐述,概括起来主要有三种主张：理念或精神范畴论、中国现实范畴论和一般范畴论。三大范畴论的划分只是针对现代大学制度研究的总体情况而言的,还有其他范畴存在,而且三大范畴论中还存在差剐很大、甚至在一定程度上对立的主张,同时也存在相互交叉的主张。美国学者罗斯布莱特关于现代大学制度的阐述并没有将其局限于理念或精神,更没有将其聚焦于管理制度,是比较宽泛意义上的。从最一般的类的角度看,各国现代大学制度的基本范畴大致包括了制度精神、法人制度、行政制度和职能制度等四个方面,每一个方面都有着丰富的内容。     

Development at the Youth Level of a Conception of the Causes of Behavior and the Effectiveness of a Learning Program in This Area

Differential effects of variety versus repetition in the development of categorization skills were studied with fifty-four 5-year-old Head Start children, using a sequence of programmed booklets to teach a social studies unit on workers.

It was hypothesized that children receiving Intermediate Variety (two categories, twelve instances, presented once) would demonstrate superior performance on transfer to new instances of the trained categories when compared to those trained with Low Variety (two categories, six instances, presented twice). Secondary hypotheses were that children trained with Low Variety would demonstrate superior performance on a mastery test when compared to children receiving Intermediate Variety, and that High Variety (four categories, six instances) would be superior to both Low and Intermediate Variety in transfer to new categories.

By analysis of covariance, scores of the Intermediate Variety treatment were significantly higher (p<.05) on Near Transfer, supporting the hypothesis that children receiving an Intermediate Variety will demonstrate superior performance on the transfer to new instances when compared with those trained on Low Variety. The secondary hypotheses could be neither supported nor rejected on the basis of the data.     

中国古代艺术史论中的身体美学范畴

中国古代身体美学范畴虽然散见于众多艺术家的只言片语中,却无损于它们作为艺术理论的丰富性及重要性。在其由原初的自然形态走向哲学形态的过程中,中国传统的物我观念、生命观念及其观物方式起到了重要的催生作用：再者,身体美学范畴所具备的特征也体现了视觉艺术的要求,这是它们走向艺术美学的关键。