英语专业大学生语音焦虑、语音学习策略与语音成绩的关系研究

以英语专业大一学生为研究对象,对其语音焦虑和语音学习策略使用现状以及语音焦虑、语音学习策略和语音成绩三者之间的关系进行研究。结果表明:(1)受试的语音焦虑、语音学习策略使用都处于中等程度;(2)语音焦虑与语音成绩、语音学习策略呈显著负相关,语音学习策略与语音成绩呈显著正相关;(3)语音学习策略对语音成绩产生显著正面影响,语音焦虑对语音成绩有一定负面影响,语音学习策略可以通过降低语音焦虑对语音成绩产生间接影响。     

大学英语语音教学之我见

本文探讨了大学英语语音教学中语音模式和语音目标的确定,主张语音教学要系统、科学、坚持不懈,应采取课堂教学与课后强化训练、语音知识和标准语音模仿相结合的教学模式。     

大学新生英语语音学习策略调查

对广东大学新生进行了语音学习策略问卷调查和语音摸底测试,使用SPSS统计分析了大学新生的常用语音学习策略、学习策略与语音成绩的相关性和不同语音水平学生的学习策略差异。结果表明,记忆策略、认知策略、元认知策略、情感策略和社交策略与学生的英语语音成绩呈正相关,补偿策略与语音成绩没有显著相关性。不同语音水平学生在语音学习策略的使用上有显著性差异。     

语音修辞与语音表征

语音修辞研究侧重于语音要素的调动和语音修辞手法的运用。本文所论及的语音表征主要指语音要素、语流要素在修辞中的突出表现,以及语音要素与语音修辞的构成关系。感知语音表征,对理解语音修辞的表达作用至关重要。语音修辞也有一定的限制条件,语音修辞的目的在于表达与区别意义。     

浅谈初中英语语音教学

英语语音教学是整个中学英语教学发展的起点,语音关是教学的第一关.但是一直以来,语音教学没有引起教师足够的重视.笔者经实践总结出语音教学的一套做法,本文从语音教学的重要性、语音的教法、语音教学的注意点3方面展开讨论.     

大学英语语音教学探讨

英语语音学习是整个英语学习过程中非常重要的一个环节,它在很大程度上决定一个语言学习者整个英语学习的进展和效果。现阶段,进入大学学习的学生语音状况还比较差,大学阶段的语音教学仍然非常必要。文章探讨了大学英语语音教学中语音模式和语音目标的确定,主张语音教学要系统、科学、坚持不懈,应采取课堂教学与课后强化训练、语音知识和标准语音模仿相结合的教学模式,文章也讨论了语音教学对教师的要求。     

第二语言习得语音训练综述

分析第二语言习得语音训练的研究现状,主要从变体与语音训练、音乐与语音训练、视觉与语音训练、反馈与语音训练四个方面扼要介绍二语语音训练研究取得的进展。通过对二语语音训练的相关研究进行梳理,提出对教学实践的启示并得出一些语音习得的结论,即借助计算机辅助进行语音训练;让学习者接受音乐教育;及时对学习者的二语学习进行反馈等。     

大学英语语音教学探析

面对大学英语语音教学现状,作为语音教学的主体,大学英语教师可以从汉英语音比较教学方法、密切关注学习者语音学习过程的语音石化现象,以及改进教学手段,凸显语音学习的交际功能等方面着手改进语音教学。     

学习需求分析下的多元智能理论语音教学策略

英语专业学生对语音学习目的、方法的不同需求和个体差异,赋予了语音教学的差异性,基于多元智能理论八项智能下的语音教学策略,根据学生学习方式和个体差异,以及语音教学内容,针对性地进行差异化、多样化语音教学,优化了语音教学课堂,提高了语音教学的有效性。     

高职英语专业英语语音教学现状与对策研究

语音是高职高专英语专业英语课教学的基础和重点。本文基于英语语音学习的重要性、必要性以及目前我国高职高专英语专业学生学习英语语音的现状,分析了语音课程教学中存在的问题,提出了创新英语语音教学方法、构建科学的语音教学模式、提升英语专业教学质量的有效策略。     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

文学的当下境遇与未来命运

当下文学的贫血突出表现为它的包装化与炒作化、表演化与矫情化、泛美化与生活化。这在很大程度上反映了当下文学内部存在的历史理性与价值理性的矛盾、科技理性与价值理性的矛盾、世俗生存与精神承担的矛盾。欲拯救当下文学 ,须张扬生命精神 ,保持思的张力 ,怀有一颗童心。