基于概念隐喻视角的语篇连贯研究

采用概念隐喻理论,通过分析始源域与目标域之间投射,探讨概念隐喻如何构建语篇的连贯。     

The real effects of pseudo forces

A clear comprehension of the Newtonian notion of force remains elusive to many students due to lack of experience with observations in a noninertial frame of reference. In this article is described a software that can be easily run on a desktop computer and which acquaints the student user with the Newtonian notion of force. Fundamental principles of causality and determinism in Newtonian mechanics are elucidated.     

对外汉语中语篇衔接与连贯问题的探讨

对于大多数留学生来说,"听、说、读、写、译"五项言语技能中,最困难的、掌握最差的是"写"。要想写得好,除了通过各种手段丰富学生的汉语语感,培养学生的语境意识外,注重从语篇的角度培养留学生的汉语思维习惯和能力,才能满足学生进行比较自然得体的汉语书面交际的需要。     

Refutational text and multiple external representations as a method to remediate the misinterpretation of box plots

The ability to interpret graphs is highly important in modern society, but has proven to be a challenge for many people. In this paper, two teaching methods were used to remediate one specific misinterpretation: the area misinterpretation of box plots. First, we used refutational text to explicitly state and invalidate the area misinterpretation of box plots. Second, we used multiple external representations (MERs): Histograms were used as an overlay on box plots in order to give students a better insight in the way box plots represent data distributions. Third, we combined refutational text and MERs. We found that refutational text was successful in improving students’ interpretation of box plots, but that the use of MERs did not improve students’ interpretation of box plots. The addition of MERs also did not increase the effect of refutational text.     

论辞章之艺术联贯

一篇辞章是由＂意＂（情、理）与＂象＂（事、物﹝景﹞）融铸而成的。其中不仅＂意＂与＂象＂本身形成＂二元对待,＂即＂意＂与＂意＂或＂象＂与＂象＂之间,也形成＂二元对待＂。就在这＂二元＂之间,是必须加以联贯的,而其整体（即全篇之情、理与事、物﹝景﹞）,更要藉＂层次逻辑系统＂或＂多＂、＂二＂、＂一（0）＂螺旋结构,以形成其严密组织。本文即以此切入,着眼于其整体之艺术联贯,探讨其理论基础及其类型,以见辞章艺术联贯在辞章上所产生之重要作用。     

The Durability of Conceptual Change in Learning the Concept of Weight in the Case of a Pulley in Balance

This study concerns the question of how teachers can help pupils to perceive the concept of weight (gravitation). Fifth and ninth graders were asked in a paper-and-pencil test to compare the weight of two objects suspended in a pulley-in-balance half a year after the learning intervention consisting of three successive pulley-in-balance demonstrations. The understanding, that some of the fifth graders seemed to have formed from the weight concept after the teacher-independent learning intervention, had almost totally vanished in the delayed study. In the demonstrations the pulley served as an efficient prosthetic device for thinking, helping pupils to pay attention to the behaviour of the whole system instead of looking only at the separate objects. In the ninth grade about 45% of the pupils achieved general understanding about the pulley in balance by transferring the scientific explanation from the pulley demonstrations to the paper-and-pen test. A learning-with-conflict model is proposed based on pupil's alternative explanations about a discrepant event. These explanations are then challenged with a conflicting event. When pupils see and understand how the concept works in different contexts it is possible for the pupils to reach a context independent conceptual change.     

Teaching Image Formation by Extended Light Sources: The Use of a Model Derived from the History of Science

This research, carried out in Greece on pupils aged 12–16, focuses on the transformation of their representations concerning light emission and image formation by extended light sources. The instructive process was carried out in two stages, each one having a different, distinct target set. During the first stage, the appropriate conflict conditions were created by contrasting the subjects’ predictions with the results of experimental situations inspired by the History of Science, with a view to destabilizing the pupils’ alternative representations. During the second stage, the experimental teaching intervention was carried out; it was based on the geometrical optics model and its parameters were derived from Kepler’s relevant historic experiment. For the duration of this process and within the framework of didactical interactions, an effort was made to reorganize initial limited representations and restructure them at the level of the accepted scientific model. The effectiveness of the intervention was evaluated two weeks later, using experimental tasks which had the same cognitive yet different empirical content with respect to the tasks conducted during the intervention. The results of the study showed that the majority of the subjects accepted the model of geometrical optics, that is, the pupils were able to correctly predict and adequately justify the experimental results based on the principle of punctiform light emission. Educational and research implications are discussed.

Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

A lack of congruency between the teaching and learning of science and the student’s personal worlds has long been recognised by the international science education community as an issue deserving space in the research agenda. The purpose of this study was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted by school science.

非惯性系中非轻质弹簧的弹性力分布

应用圆柱形弹簧的劲度系数公式和胡克定律,导出非惯性系中形变前后非轻质静止弹簧上同一点相对于弹簧固定端的距离关系式,给出弹簧非均匀形变的数学表述,推导非惯性系中静止弹簧形变量与弹簧两端所受外力的关系式和弹簧上任意处弹性力的计算公式,讨论非惯性系中非轻质静止弹簧形变后的弹性力分布问题.     

Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project

This article considers the impact of the early stages of an international project, Gardens for Life (GfL), on children’s perceptions of school gardening and on their learning. The project involved 67 schools in England, Kenya and India and focused on the growing of crops, recognising the importance of both the process and product of this activity in the different countries. The theoretical framework was derived from consideration of informal learning, and more specifically experiential learning, drawing on prior research undertaken in the context of school gardening. The research approach is characterised by the use of concept maps to uncover the characteristically different ways in which children discerned school gardening and to help to provide insight into their understanding of this activity. It was supported by contextual observation, interviews and children’s drawings to aid the interpretation and understanding. The study showed a positive impact on learning and on the perceptions of children towards school gardening in all three countries. It also highlighted the different perceptions, interpretations and understanding of school gardening in the different cultures and environments, as well as the various aspects of it which the children themselves highlighted.     

The sustainability of change in teacher beliefs and practices as a result of an overseas professional development course

This article examines whether there are changes in students’ teaching practices as a result of their experiencing an overseas professional development course (PDC); the process of any such changes; and whether any changes found are sustainable in the long term. Three forms of data gathering are used, lesson observation, in-depth interviews, and email correspondence, in order to compare and capture the fluidity of changes over time. Results indicate that the teachers’ fundamental belief in certain concepts of teaching and learning did indeed change, but ultimately certain teaching practices could not be altered in the teachers’ home country due to the reality of its assumptions about teaching.     

The Sense of the Worthy as a Motivation for Studying: The Case of the Yeshiva

This paper describes a type of motivation for studying that has not been accorded sufficient psychological consideration - namely, motivation based on belief in the worthiness of the subject matter. This sort of motivation is distinguished from both intrinsic and extrinsic motivation. It is exemplified by the motivation for studying at the Yeshiva, an institution in which the sense of the worthy is explicitly highlighted. Interviews with highly motivated Yeshiva students reveal that the sense of the worthy is central to them and also constitutes an anchor to other types of motivations for studying. We point out two factors that enhance the effect of the sense of the worthy at the Yeshiva - its ethical orientation and its being a total institution. The interviews suggest that being motivated by the sense of the worthy does not lessen the students’ feelings of autonomy or their intrinsic motivation. We suggest two intervening variables between having a sense of the worthy and acting accordingly - the associated feelings and the individual’s sense of identity. By examining two important motivations for studying - the needs for achievement and self-actualization - we point out the influence of culture on the expression of these needs. Finally, we suggest that the sense of the worthy can and should serve as an important motivational factor in liberal education as well.     

构建切合教理的文献传授体系

作为高校文献学教师，要努力构建切合教学理念的专业传授体系。在文献教学过程中，任课教师如何营造生动的课堂氛围，依据课堂实际选择教学方式，讲求创新，合理收放，制导学生的思维推理活动，都是值得深入探讨的课题。     

The Tension between Teacher Control and Children’s Freedom in a Child-centered Classroom: Resolving the Practical Dilemma through a Closer Look at the Related Theories

This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky, Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”, which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s freedom in the context of progressive and critical pedagogy.     

对"以学生为中心"的开放教育教学模式的认识

“以学生为中心“的开放教育教学模式,就是个性化教学和学生自主学习.开放教育必须实施和完善“以学生为中心“的学习支持服务体系和教育管理.     

运用有效影视手段改革英语听力教学模式

传统的英语听力课教学存在着诸多弊端,而在听力课中引入影视片段能带来意想不到的教学与学习效果。文中首先简要概述了影视教学的理论基础及方法,然后笔者以影片《灰姑娘的故事》、《穿普拉达的女王》与《泰坦尼克号》为例,介绍自己的教学手段,提出如能合理利用影视资源并辅以有效方法,影视手段必能激发学生学习兴趣,提高学生听说能力和跨文化交际能力,以及发展他们的多元智能。     

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from the point of view of other theoretical viewpoints. “Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from other domains such as psychology, sociology, etc.