英语课堂教学过程中如何实施有效评价

本文探讨了英语课堂教学过程中教学过程评价的意义,分析了目前英语教师在教学过程评价中出现的问题,并提出实施有效教学过程评价的若干建议。     

概念功能视角下的英语歧义句分析

从系统功能语法的概念功能角度出发,运用例证的方法对英语的歧义句进行了分析。举例说明了由于物质过程与心理过程的模糊性,物质过程与关系过程的模糊性,物质过程与存在过程的模糊性,物质过程中环境成分的模糊性,关系过程中识别者的模糊性,言语过程中受话者和讲话内容的模糊性等原因产生的歧义。     

教学质量控制中过程方法应用的研究

文章从过程方法的原理出发,阐述了过程方法对质量控制的有效性,探讨了过程方法在教学质量控制中应用的具体做法,并着重提出在教学过程质量控制中应用过程方法时需要重视的问题。     

教学过程中教育主体性问题的探讨

目前,在教育界,越来越多的人对教学过程中的教学双边活动进行反思,怎样认识教学过程中教育主体性问题和充分发挥人的主体作用,日益受到人们的高度重视。50多年来,我国教育事业取得了举世瞩目的成就,教育理论研究亦取得很大进展,然而缺憾亦是存在的,其中之一就是忽视了教学过程中人的主体作用,否定了人的主体性。传统的教学过程中,教师处于绝对的权威地位,教学过程只不过是知识的传递过程,既忽视了教师在教学过程中积极主动地“导”的作用,也忽视了学生在学习过程中积极主动地“学”的价值,教师只起了传递作用,而学生则成了接受知识的容器。…     

略谈小学数学过程教学中的注意点

新课标要求小学数学教学重视教学过程。所谓重过程就是教师把教学的重点放在揭示知识形成的规律上。它要求教师在设计中揭示知识的发生过程,暴露知识的思维过程,从而使学生在教学过程中训练思维。在这个过程中,学生既掌握了知识,又发展了能力。教学过程中应该注意什么才能产生实实在在的教学效果呢？教学实践中,笔者努力从下列三个方面去努力：     

在英语语言知识教学中渗透德育之管见

本文分析了英语语言知识教学与德育渗透的关系,阐明了在教学过程中渗透德育的重要性以及在此过程中应注意的问题,同时结合笔者的教学经验,提出了在教学过程中进行德育渗透的方法。     

在英语语言知识教学中渗透德育之管见

本文分析了英语语言知识教学与德育渗透的关系,阐明了在教学过程中渗透德育的重要性以及在此过程中应注意的问题,同时结合笔者的教学经验,提出了在教学过程中进行德育渗透的方法。     

基层党组织在农民经济合作组织形成和发展过程中的作用——基于安徽临泉农村的调查

在安徽农村经济合作组织中,基层党组织在农民经济合作组织的生成和发展过程中发挥的“组织力”作用,主要表现在：在领办和创办的过程中发挥了宣传引导和典型引路的作用;在经济合作组织的建设中起到了示范带头作用;在促进经济合作组织规模化发展的过程中发挥了统筹规划作用;在促进经济合作组织发展中发挥服务支持和组织协调作用;在经济合作组织发展的过程中起到了教育和管理作用等作用。     

对中学语文教学现状的深思

本文揭示了在中学语文教学过程中陈旧的教学方式扼杀了学生学习兴趣的发展,学语文教学过程中学生学习氛围营造的不足,以及中学语文教学过程中＂语文味＂的缺失等弊端。     

成本收益视角下现代学徒制实施过程中学生参与存在的问题及对策

文章首先分析了现代学徒制实施过程中学生参与的成本效益,然后阐述了成本收益视角下现代学徒制实施过程中学生参与存在的问题,最后论述了成本收益视角下现代学徒制实施过程中学生参与的对策。     

硝酸硫胺重结晶过程中溶解度模型

通过考察硝酸硫胺重结晶过程中的各关键组分的浓度变化 ,建立了硝酸硫胺的溶解度模型 ,模型预测结果与实验结果吻合很好 .该模型的建立对于研究结晶过程中的成核和晶体成长过程具有重要意义 ,也为类似的沉淀结晶过程提供了一种研究方法     

A Metacognitive Support during the Process of Problem Solving in a Computerized Environment

A new computerized environment enabling a variety of metacognitive supports in different phases of the problem-solving process was designed to influence students' metacognition during word problem-solving and its effect has been examined in the present research. 441 students (aged 13–14) from eighth-grade integrative classes participated in this study. The pupils were randomly assigned to one of four computerized learning environments, each having a different kind of metacognitive support according to the phase of the problem-solving process: 1) during the solution process and after the completion of the problem-solving process, 2) during the problem-solving process, 3) at the end of the solution process and 4) no metacognitive support. Results indicated that learning environments which provide metacognitive support during the solution process in each of its phases was significantly more effective than learning environments which provide metacognitive support only at the end of the process. Moreover, students with low previous knowledge were more significantly influenced by metacognitive supports than students with high previous knowledge. This revised version was published online in July 2006 with corrections to the Cover Date.     

The effect of portfolios on students' learning: student teachers' views

This study reports on student teachers' views of portfolios as a learning tool when they are combined with a weekly test conducted at the end of each lesson to help student teachers self‐evaluate. Student teachers' written reflections during the process provided data for the study. Analysis of the data showed that a majority of student teachers initially felt that compiling a portfolio would be time‐consuming and an extra burden added to their already busy schedule. However, later on they all found that the process was a useful learning experience. Moreover, the portfolio process – especially combining self‐reflection with weekly tests – encouraged students to study regularly, increased retention and made learning more enjoyable. Suggestions for the successful portfolio implementation include the following: guiding students both at the beginning of and during the process, providing continuous and prompt feedback during the process and making self‐reflection – especially guided by reflection prompts – an essential part of the process.     

The Process of Counseling: A Synthesis

There are many theories of counseling and consequently many approaches to describing the sequence of events that occur during the process of counseling. As a result, there is potential for student counselors to become confused over the process. Among the responsibilities of counselor educators is helping students reduce confusion and increase understanding of the process of counseling. This article proposes a four-stage, 16-phase synthesis to describe the process. The rationale for the synthesis includes the need to (a) increase student understanding of the process, (b) keep the number of phases within reason to increase use of the process, and (c) base the phases on client behaviors, particularly verbal behaviors, that occur during the process.     

从功能主义过程论视角构建商务英语专业翻译(教学)质量评估体系的探讨

功能主义过程论为我们提供了一种对翻译过程客观规律性的宏观揭示和描写。通过对这一理论的深层分析,可以使译者及翻译教学评估者认识到翻译作为语际转换过程的特点,翻译过程中的各项参照规范以及语言作为符号系统在转换(换码)中的行为模式,为建立一套普遍可行的翻译(教学)质量评估体系式探路。     

The use of ubiquitous sensor technology in evaluating student thought process during practical operations for improving student technical and creative skills

This study investigated a Ubiquitous Sensor System (USS) that we developed to assess student thought process during practical lessons on a real‐time basis and to provide students with a reflective learning environment. Behavioral curves and data obtained by the USS would help students understand where they had made mistakes during practical lessons and the exact times when incorrect process parameters were observed. This research was conducted during a course on manufacturing. The results indicated that the proposed USS was effective in improving student analysis and evaluation skills in manufacturing thinking, as well as the three psychomotor skills of guided response, mechanism and complex overt response. Student psychomotor skills also gained an overall improvement. Results also showed that improvements in student thought process also helped in the learning of psychomotor skills and that the USS helped improve the clarity of student thought process during practical operations. The improved clarity of thought allowed students to understand the reasons behind their thought process for them to make the necessary logical deductions. Through repeated reflection and practice, students would then be able to create works with personal creative elements.     

Mine the process: investigating the cyclical nature of upper primary school students’ self-regulated learning

The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences herein for high, average, and low achievers. Think-aloud data of 104 upper primary school students were analysed by means of process mining analysis. The results indicate that students commonly adopt a cyclical approach to learning by implementing preparatory, performance, and appraisal activities during learning. However, the results indicate clear differences in the quality of students’ SRL process. High achievers, compared to low and average achievers, show a more strategic and adaptive approach to learning during all phases of their learning process. They more strategically and effectively orient on and plan assignments, combine different cognitive strategies, and adopt self-evaluation to regulate their learning process.

     

对高职人才培养工作水平评估结论的理性思考

人才培养工作水平评估结论是对高职院校是否达到办学基本要求的认定。已经取得优秀结论的高职院校应正确认识评估,理性处理评估目标与过程的关系,放眼将来,从长计议,以目标牵引过程,以过程充实质量,以质量提升形象,促进人才培养工作达到一流水平。     

我国股市制度变迁中的交易非均衡与有效性分析

制度变迁是一个非均衡交易的过程,有效交易的形成必须以一定的前提条件为基础,我国股市的建立和发展过程中缺乏有效交易,因此必须加大产权改革力度,建立平等、自由、公平和诚信的交易环境,规范政府行为,提高我国股市制度变迁中交易有效性。     

浅析在英语教学中培养跨文化交际能力

英语教学在中国的教育领域有着悠久的历史,但是在英语教学中培养学生的跨文化交际能力未引起足够的重视。本文将通过讨论培养跨文化交际能力的必要性以及语言、文化和交际之间的关系,探讨在英语教学中培养跨文化交际能力的方法。