词的内涵意义探讨

词的内涵意义是基于概念之上的意义,它总能引发出一种甚至多种联想:同一个词的内涵意义因人、因时、因文化而异,有的甚至大相径庭。因此,要准确地把握词的内涵意义需结合多种因素。另一方面,词的内涵意义的表现方式也复杂多样,而最常见的是与一些修辞手段的结合,从而取得特殊的修辞效果。     

中英文词的概念意义和内涵意义的比较研究

本文通过举例并分析一些诸如表示颜色动物的中英文词之间的概念意义和内涵意义之间的异同,试图说明对词语的概念意义和内涵意义的了解,有助于我们了解一种语言的文化,历史以及社会背景,从另一方面来讲,对一种语言的文化、历史及社会背景的了解也有助于我们对某种语言内涵意义的认识。     

The architecture of professional development: materials, messages and meaning

As an aesthetic form, architecture deals with the creation and definition of space expressed in buildings and other physical structures. The Colosseum in Rome, Notre Dame in Paris, and the United States capital in Washington, through their designs define space, capture our imagination, and communicate important cultural and historical messages. Similarly, the architecture of professional development communicates messages about teaching, learning, and educational reform by creating and defining professional learning spaces for teachers and principals. In this paper I build on and extend earlier work on the architecture of professional development in schools (Designs for Learning: A New Architecture for Professional Development in Schools, Corwin Press, Thousand Oaks, CA). The purpose of this paper is to accomplish three objectives. First, I describe an emerging architecture for teacher professional development highlighting its underlying design principles, essential components, and expressions in contemporary educational reform in schools. The second objective is to propose a framework for evaluating the architecture of professional development. In the final section of this paper, I describe how the systematic evaluation of professional development helps us better understand the messages and meanings communicated in current expressions of professional development in architecture.     

Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making

Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during learning than students who learned individually; scored lower on a problem-solving transfer test than students in individual and cooperative learning groups; and were less likely to produce elaborated explanations and co-construct knowledge with their peers than students in cooperative groups. Students in cooperative groups reported higher situational interest than their counterparts. Implications for cooperative and individual meaning making in agent-based instructional programs are discussed and future research directions are suggested.     

染色单体、单倍体、单体的概念辨析及其遗传学表现

本文阐述了染色单体、单倍体和单体等的相关概念,分析和总结了它们之间的区别和联系,以为深入理解生物的遗传变异提供基础资料。     

The CAEB: An instrument for measuring connotative aspects of epistemological beliefs

This article presents a semantic differential called Connotative Aspects of Epistemological Beliefs (CAEB) developed to assess university students' epistemological beliefs with adjective pairs such as dynamic–static and objective–subjective. After discussing the theoretical background, data are reported from two validation studies. The aim of the studies was to examine the emerging factor structure in different domains and to test whether CAEB can be used to measure domain-dependent differences in students' beliefs. Results showed a reasonable two-factor solution. The results further confirmed that the CAEB could measure differences in students' epistemological beliefs about knowledge in different domains of natural sciences like genetics, physics and plant identification.     

廉洁生态建设的价值内涵与实践举措

加强廉洁生态建设是生态文明时代的必然要求,在党风廉政建设和反腐败工作面临的新形势下,如何积极寻求廉洁生态建设与反腐倡廉的最佳结合,显得非常必要。在实践中,应当以生态学的视角指导反腐倡廉工作,以创新党风廉政建设和反腐败工作、扩展反腐倡廉工作路径为最终目的。     

The meaning of student inquiry questions: A teacher's beliefs and responses

This research explores an American high school chemistry teacher's perspective on the meaning of student questions that originate from curiosity and engagement with subject matter. Ethnographic analysis of a teacher's reflective processes and decision-making approach suggests that questions hold contradictory meanings as powerful, conflicting pressures come to play in the everyday patterns of classroom discourse. Although thoughtful intellectual questions are valued as indicators of student attitudes and understandings, they nonetheless create an interruption to the normal flow of things. To the teacher, such interruptions pose threats to his control of classroom events and his ability to cover the content of his course. Although science educators might enthusiastically endorse the idea that classrooms should be characterized by a spirit of inquiry in which student questions are encouraged and respected, findings suggest that it can be difficult for this to happen in actual schools where particular teachers face specific institutional curricular pressures.     

Redefining the meaning of teaching: A work in progress

Abstract

Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed.     

大学学术不端行为问责:内涵特征、依据指向以及逻辑构架

大学学术不端行为问责作为新时代加快推进学术治理能力现代化的关键举措,是一种内省、内生性保障学术自由向善发展的规制方式。大学学术不端行为问责不同于一般意义上的行政问责,其具有惩罚性、报应性、互动性与救济性等特征;伦理学依据、事实依据以及法律依据是其在实践层面的依据指向。文章在论证问责逻辑构架分析标准的基础上,基于问责主体、问责客体、问责依据、问责程序以及责任类型构建大学学术不端行为问责的内容构架,这符合学术治理所要解决现实问题的事实逻辑与价值逻辑。     

Characterizing teacher attention to student thinking: A role for epistemological messages

Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways students understand such attention by characterizing teacher attention based on the epistemological messages it sends students about the nature of knowledge and learning in the classroom. Using data collected from high school science and mathematics teachers with a new video‐capture methodology, I present an analysis of variability in epistemological messages of teacher attention to illustrate work could unfold if we as researchers took up the theoretical claims made in this work. In doing so, I endeavor to draw the construct of epistemological messages into our collective conversations about teacher attention, and provide a starting point for our field to begin debating the most productive ways to study and unpack the epistemological messages we value in that teacher attention. I conclude by demonstrating the feasibility of using these messages to distinguish the types of teacher attention our field wants to develop and encourage in teacher education. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 94–120, 2018     

Educational Discourse: meaning and mythology

ABSTRACT Behaviourism and instrumentalism continue to exert an important influence in education. Its discourse is infected with scientism, especially in the language of curriculum design and methodology. Theory and practice are peculiarly impervious to criticism from philosophy of education: however pertinent and accurate this may be, it seems to fail to reach the heart of the problem. This paper looks for a different approach. An apparent digression (into another form of educational discourse) is used to provide an alternative focus for criticism. This exposes problems in conventional analyses and presents a new basis for questioning the health of educational discourse.     

Institutional financial assessment: Methodology and meaning

This paper responds to the fourth annual report by W. John Minter and Howard R. Bowen on Independent Higher EducationFinancial and Educational Trends in Independent Higher Education, 1978. Primary thesis: established financial reporting does not tend to do justice to a sound assessment of the financial condition of colleges and universities. Because the latter belong to the service economy, we must know more than we do about changes in quality. Such studies also must say how well institutional objectives are being achieved. College presidents and deans have tended to provide researchers with overly optimistic information. When they later see that Bowen and Minter report this very fact, they complain that their conclusions are not gloomy enough. Such double standards damage realistic program assessment efforts. The blame falls on the respondents and not on the authors. Neither can the authors be blamed for shortcomings in financial accounting ignoring the total cost of institutional activity. If accounting practice were based on a total cost concept the news about higher education finance would more nearly reflect what we all know is true: colleges and universities are worse off than the statistics say.Presented at the Annual Forum of the Association for Institutional Research, Houston, Texas, May 1978.