基于双重代码理论的国内英语教学研究综述

双重代码理论(Dual Coding Theory简称DCT)认为认知过程包含两个相互独立的子系统:非语言事物的表征与信息加工系统和语言加工系统。基于DCT的英语教学具有形象性、激发性、有效性等潜在优势,所以在20世纪70年代在国外兴起后,DCT也受到了我国研究者的青睐。从DCT理论介绍、DCT的研究现状、DCT在英语教学研究领域的发展趋势三方面综合评述DCT在国内英语教学方面的研究进展和成果,探讨其对英语教学潜在的促进作用,希望有助于对双重代码理论研究的推进。     

EEG dynamics reflects the partial and holistic effects in mental imagery generation

Mental imagery generation is essential in the retrieval and storage of knowledge. Previous studies have indicated that the holistic properties of mental imagery generation can be evaluated more easily than the partial properties. However, the relationship between partial and holistic mental imagery generations has not been clearly demonstrated. To address this issue, we designed a task to investigate the changes in the spectrum of the electroencephalogram (EEG) during partial or holistic imagery generation. EEG signals were obtained from 18 healthy subjects, and a statistical measure of spectral dynamics between two EEG signals in per frequency band was performed. Additionally, a bicoherence spectrum analysis was used to detect the phase coupling within these two imagery conditions. Our results indicated that EEG of the partial imagery appeared earlier and stronger than that of the holistic imagery in the theta (5–8 Hz) range in a time window around 220 to 300 ms after cue onset, and a slight decrease in the alpha (8–12 Hz) band was observed at around 270 ms. The scalp topography of these changes in the theta and alpha bands distributed overall significantly in the frontal and central-temporal areas. The significant phase coupling within two conditions was remarkable at high frequency. From these results, we infer that there are complex relations between partial and holistic imageries. The generation of partial mental imagery is not a subprocess of holistic imagery, but it is relevant to holistic imagery and requires correct modification from the holistic information.     

The role of first person perspective and vivid imagery in memory for written narratives

The use of visualisation techniques in teaching has enabled students to improve their memory and comprehension of written narratives. Psychological research reveals how various factors can influence visualisation and learning, including; adopting a character’s perspective; constructing self-related images; multi-sensory text representing episodic events; and imagery ability. These factors were explored using narratives that represented real events, which contained subjective and objective information. University students (age range 18–25 years) recalled the narratives in a first person, third person and neutral perspective. In the first person perspective, information was connected to their sense of ‘self’, which improved memory. Additionally, the first person perspective improved memory for subjective and objective information for high imagery ability individuals and subjective information for low imagery ability individuals. Overall, the findings suggest that visualisation, first person perspective and narratives representing real experiences improve memory and comprehension. Implications for practice are also discussed.     

全球化视阈下“马克思主义文论”的关键词与问题域——评冯宪光教授的《新编马克思主义文论》

在中国语言文学学科的教学大纲中,"马克思主义文论"是一门非常重要的专业选修课。作为"专题型"教材的集大成之作,《新编马克思主义文论》把中国化的马克思主义文论研究的视阈、问题和方法结合起来,以全球化为视阈,以问题域为中心,以关键词为方法,使中国化的马克思主义文论与西方马克思主义文论进行共时比较和深度对话,在不忽视马克思主义文论的历史和经验的基础上使东西方马克思主义文论视界融合,为跳出旧有的马克思主义文论教研范式寻找一种新的发展方向与可能路径,也为继续拓展马克思主义文论的教学与研究贡献一个新的理论平台与学术生长点。     

坚贞自守 隐忍幽独——宋遗民词人仇远《无弦琴谱》梅竹意象涵蕴剖析

在《无弦琴谱》缥渺清幽的词境里,仇远对故国的拳拳诚挚之情、出仕后内心的挣扎、苦闷和落寞,表现得隐约、曲致、深婉。缘此,仇远词中的梅竹意象,在传统意义中固有的坚贞、高洁的理想人格、君子操守之外,总潜藏着那么一种不被理解的落寞和忧伤、欲言亦止的隐忍与沉郁、心迹不为人知的苦恼和幽独。     

从高考英语作文评阅看英语写作中存在的问题及启示

高考英语作文中普遍存在语言基础知识薄弱、中式英语等方面的问题,通过对这些问题的分析,从而对英语写作教学提出几点建议,以期对学生进行相应的写作策略方面的指导,提高写作水平。     

Classroom age composition and rates of change in school readiness for children enrolled in Head Start

Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in preschool classrooms serving low-income children found negative associations between age-mixing and children's social and cognitive development. The current study extended this research by examining associations between classroom age composition (variability in ages of children in the classroom) and low-income preschool children's rates of change in school readiness. The sample consisted of 4417 preschool children enrolled in 207 classrooms in a large, diverse urban Head Start program. Multilevel modeling was employed to examine the main effect of classroom age composition, as well as the interaction between classroom age composition and children's age, as predictors of children's rates of change in emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. In contrast to previous research, classroom age composition was not associated with school readiness outcomes. This study contributes to the conflicting literature examining the associations between age mixing and children's school readiness and calls for a future research agenda to examine age mixing in context that is focused on sorting out these conflicting results. In the meantime, policymakers should consider other relevant factors when making decisions regarding mixed-age classrooms, such as family preference or the capability for teachers to individualize instruction to children based on their individual needs.     

三个连续的发现与用几何方法研究数论的新构想

在对毛比斯面的证明方法的深入研究中，发现了一种证明方法——“递推法”；在对“递推法”的进一步探索中，发现了一类新几何体——“棱环体”；在研究“棱环体”的边数的变化规律中，得到了一张“数表”，对“数表”的进一步研究，又相继发现了“最大公约数定理”、“素数规律”等．“棱环体”的发现，引发了“扭曲几何学”的构想；“数表”的发现，为一种新的数论研究方法——“数论的几何研究法”的提出，奠定了基础。