对美国英语语言特征的认知研究

民族的语言特征即是该民族精神的符号和象征。美国英语外在的区别性特征与美国民族文化和民族精神联系密切：（1）美国英语的古老性与美国民族对悠久历史文化的心理需求;（2）美国英语的差异性与美国民族的叛逆性;（3）美国英语的简约性与美国人的时间观和金钱观;（4）美国英语的多元性与美国民族的融合性;（5）美国英语用词的创新性与美国民族的创新精神。     

时间转喻的体验哲学基础及其认知特征

转喻是时间概念化不可缺少的手段 ,但相对而言, 时间隐喻的研究较多, 时间转喻的研究较少, 因 此, 从认知的角度来分析时间转喻的类型及其概念化特征非常必要。 本文从时间转喻的体验哲学基础和时间 转喻的概念化特征两个方面进行探讨, 强调对时间结构和时间表达进行研究本身就要求对此进行跨学科研 究, 要借助哲学 、现象学 、物理学、 认知科学、 语言学等学科的研究方法和成果, 并进一步进行量化实证考察 。     

诗味的本质特征及辨味批评的审美目的

诗味一直为诗歌创作者所追求,"辨味"批评也一直是诗歌欣赏的重要手段。自古至今,学界一直认为:"有趣者好诗,无味者劣诗。"但实际上,食味与诗味既有本质联系,又有所区别。诗味具有超越性特征,同时还具有审美目的。     

Identifying engaging features of schooling: assessing the psychometric soundness of student-generated research

In this article we report on data analysed from a student project about attitudes to school and student perception of engagement and disengagement. The data were collected by students in an Australian study that employed the Young People as Researchers model. Middle year students devised and administered a questionnaire to students in grade 8, 9 and 10 at a secondary school in Australia. A total of 239 students completed the questionnaire. The students completed the initial analysis, which was followed by a more detailed analysis by the authors of this article. The findings support the work of American, British and Australian researchers about the factors that influence engagement and disengagement from schooling. The reported outcomes from the student work and the secondary analysis indicate that students do have the capacity to undertake valid and meaningful research and can make informed contributions to school improvement and student engagement.     

谈认知结构在化学学习中的重要作用

作者从认知结构中知识的表征方式、知识的类型和知识的系统组织三个方面,结合教学实际阐述了建立良好的认知结构对学生学好化学的重要作用。     

谈认知结构在化学学习中的重要作用

作者从认知结构中知识的表征方式、知识的类型和知识的系统组织三个方面,结合教学实际阐述了建立良好的认知结构对学生学好化学的重要作用.     

Some methods for examining content structure and cognitive structure in instruction 1

Reform in science and mathematics curricula has moved from rote learning of facts and computation skills toward learning a structure of a subject matter. While the reasons for this shift, such as greater understanding, transfer and intellectual excitement are admirable, there is little empirical evidence to support them. A first step in examining such claims is to develop methodology for representing structure in the to‐be‐learned instructional material and in students' memories. The purposes of this paper, then, are to present (a) a method for examining a subject‐matter structure in prose materials, (b) methods for examining a subject‐matter structure in students’ memories, and (c) data bearing on the validity of structural interpretations of these measures. If these structures can be represented objectively and independently — even if not in a complete form or error free — a beginning has been made in validating the reasons for teaching structure.     

浅谈外国教材插图的特点和功能--对美国STC初中四册科学教材插图的剖析

美国国家资源中心 2 0 0 0年出版的初中科学教材 ,编排了大量的插图。这些插图的内容涉及领域多 ,时间跨度长 ,空间跨度大 ,设计构思巧妙、贴切 ,插图记录的场面逼真、生动、形象、亲切。在初中科学教材中编辑这些插图 ,可以较好地体现以下五点功能 :提供学生学习科学的重要信息 ;创设学生进行科学探究活动的情境 ;符合初中学生思维、认识过程的规律 ;激发学生学习科学的兴趣 ;开拓学生的视野。     

Identifying national cultures of mathematics education: Analysis of cognitive demands and differential item functioning in TIMSS

Large-scale assessments of student competencies address rather broad constructs and use parsimonious, unidimensional measurement models. Differential item functioning (DIF) in certain subpopulations usually has been interpreted as error or bias. Recent work in educational measurement, however, assumes that DIF reflects the multidimensionality that is inherent in broad competency constructs and leads to differential achievement profiles. Thus, DIF parameters can be used to identify the relative strengths and weaknesses of certain student subpopulations. The present paper explores profiles of mathematical competencies in upper secondary students from six countries (Austria, France, Germany, Sweden, Switzerland, the US). DIF analyses are combined with analyses of the cognitive demands of test items based on psychological conceptualisations of mathematical problem solving. Experts judged the cognitive demands of TIMSS test items, and these demand ratings were correlated with DIF parameters. We expected that cultural framings and instructional traditions would lead to specific aspects of mathematical problem solving being fostered in classroom instruction, which should be reflected in differential item functioning in international comparative assessments. Results for the TIMSS mathematics test were in line with expectations about cultural and instructional traditions in mathematics education of the six countries.     

The influence of content organization on student's cognitive structure in thermodynamics

Two different approaches to the content of thermodynamics were used in an introductory college physics course: one was the traditional organization found in most textbooks on the subject, the other was based on the learning theory of David Ausubel. The influence of these different content organizations on the student's cognitive structure was investigated using a word association test which was analysed through hierarchical clustering analysis. Research findings suggest that the approach based on Ausubel's theory influences the student's cognitive structure in such a way that their conceptual hierarchies are more coherent with the basic laws and the conceptual structure of the subject matter.     

有机分子结构特点例析

本文试图通过轨道杂化、分子化合、烃基异构、谱图分析以及立体异构等几方面的例析,说明部分有机化合物的结构差别和特点.     

基于认知发展动态特性的高校学生教育管理

学生教育管理是高校人才培养目标实现的重要栽体之一，学生教育管理质量的优劣直接影响学校的办学效果。学生教育管理的主体由反映学校意志的授体——学工干部和学校意志的受体——学生两部分组成。以往的学生教育管理模式仅考虑学工干部因素而忽略了对学生教育管理的另一关键主体——学生因素的考量，使得这些模式在实践中效果的不确定性较大。接管理学的权变理论，有效的学生教育管理模式应基于学生的心理特性及认知发展水平而定。