从认知理论到课堂实践——一个无理方程教学设计的分析

认知结构同化理论揭示了学习的心理机制.在以此时一名教师无理方程教学设计的分析中,发现其注重唤醒学生已有的认知结构,帮助他们以此去同化新知识,并注意使他们的操作保持一定的认知强度,同时该设计若能以学生更充分、规范的操作加以支持,整个过程将会更加完善.     

沟通"理论"与"实践"的桥梁--解读教育"叙事研究"

教育“叙事研究”是近几年在我国教育研究领域内兴起的一种研究方式,引起了学者们的广泛关注。但广大的中小学教师对于教育“叙事研究”的理解还只停留在表面上。本文从“何为教育叙事研究”等五方面对这一概念做全面的阐述和反思,旨在进一步提升教师对这一新兴研究方式的理解。     

生命教育：从理念到实施

生命教育是教人认识生命、保护生命、珍爱生命、欣赏生命,探索生命的意义,实现生命价值的活动。它既体现了教育哲学由传统的知识论、认识论转向存在论、生活论,也体现了生命哲学、存在主义和社会建构论对其的理论支持。生命教育实施可以从生与死、身与心、生存与发展的维度来建构。     

从联结主义到联通主义:学习理论的新取向

联结成为探究和解释个体学习现象的一个视角,从行为主义学习观、认知主义学习观到新近的联通主义各个学习流派都曾把联结看成学习发生的基础。而随着信息时代个体学习的社会化和学习情景的复杂化,联结主义学习理论正面临新的挑战。有必要提出一种新的认识框架和联结主义体系来重新建构学习,这将成为指导知识时代学习设计的新基础。     

构建和谐课程：从理念到实践

在冲突中走向和谐，这是课程理念及实践发展的基本路径。从人类整体进步与社会生产力发展角度所构建的和谐课程具有社会功效性、人类整体发展性以及多维度发展性等特征。在社会新时代发展要求下，我国基础教育课程改革不仅要努力突破传统功名伦理的局限，更要通过建立和谐课程理念来积极倡导多元立体课程模式的建设。     

校本课程开发:从理念到现实--杭州市部分学校校本课程开发案例评析

杭州市部分学校在校本课程开发中,创生出五种类型的开发方式:基于浓郁地域特色的校本课程开发、基于师生的草根式校本课程开发、基于学校优势项目的校本课程开发、基于学校学科拓展的校本课程开发和基于学校目标取向的校本课程开发。通过对案例的评析,为中小学校本课程开发如何从理念到现实提供思路。     

From Cognitive-Domain Theory to Assessment Practice

This article exemplifies how assessment design might be grounded in theory, thereby helping to strengthen validity claims. Spanning work across multiple related projects, the article first briefly summarizes an assessment system model for the elementary and secondary levels. Next the article describes how cognitive-domain theory and principles are used in the design of a scenario-based summative assessment for argumentation in the English language arts. Finally, results from several psychometric approaches are used to evaluate propositions suggested by the domain theory, including ones related to the use of topical scenarios and learning progressions in assessment design. Although results generally supported these propositions, the work described represents only a small step in a long-term, iterative process of theory development, assessment design, and empirical tryout, which should, in principle, lead to more valid assessments that better inform teaching and learning.     

仿拟修辞的认知阐释

仿拟不仅是一种修辞方式,还是一种认知模式。联想是仿拟生成的心理基础,仿拟的表现特征是在联想的作用下形成的。求新求异、求美求雅、求简求便是仿拟生成和接受过程中的心理倾向。概念合成理论为深入认识仿拟意义构建提供了一个崭新的视角。从认知的角度观察、分析仿拟将有助于揭示其言语修辞行为的内在规律,深化修辞教学与研究。     

零位派生现象的认知阐释

零位派生现象在英汉两种语言中都显示出强劲的生命力,因而受到学界广泛关注。通过认知语法的“识解”理论,提出了“词类边缘潜势”概念,阐释了零位派生现象的认知过程,得出零位派生现象符合人们的认知模式,因而具有广泛的发展空间的结论。     

仿拟修辞的认知阐释

仿拟不仅是一种修辞方式,还是一种认知模式.联想是仿拟生成的心理基础.仿拟的表现特征是在联想的作用下形成的.求新求异、求美求雅、求简求便是仿拟生成和接受过程中的心理倾向.概念合成理论为深入认识仿拟意义构建提供了一个崭新的视角.从认知的角度观察、分析仿拟将有助于揭示其言语修辞行为的内在规律,深化修辞教学与研究.     

从理论到实践：临床心理督导研究综述

临床心理督导,是提升心理健康专业人员工作能力的必要手段,也是解决职业化问题的必然路径。本文在对临床心理督导的概念内涵进行分析的基础上,梳理了心理督导的发展脉络,介绍了当前心理督导的主要的几种理论模式以及操作实施的过程,并对心理督导中的伦理道德问题进行了初步探讨。     

From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path

My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.     

Constructivism in the Statistics Classroom: From Theory to Practice

This article discusses the theory and practice of constructivism and suggests a way to move from the theory into the practice of it.     

认知发展论视角下的大学英语翻译教学的新探索

随着世界经济一体化的迅速发展,我国对翻译人才的需求数量越来越大,但是我国高校的翻译教学却远远不能满足我国对外交流活动发展的需要。以认知发展理论为依据,对大学英语翻译教学的优化进行新的探索。     

A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms

Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015–2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06–.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.     

语用移情的认知解读

语用移情是言语交际中的有效交际策略。交际双方要成功地移情于对方需要做出两方面的认知努力,即心理揣摩和换位思考。语用移情也可以在关联理论中得到解释。交际双方在移情过程中做出的心理揣摩和换位思考是指导说话人生成最佳关联的明示话语和引导听话人获得最关联的语境效果的有效策略。     

语用模糊的认知分析

语用模糊就是交际过程中的交际参与者对意义的表述或者解释不确定的种种现象。文章从认知视角,用关联理论(Relevance Theory)和空间复合理论(Space Blending Theory)对语用模糊现象进行分析探讨,以解释言语交际中出现的语用模糊的认知心理过程。     

对联认知过程及认知特点分析

文章运用认知语言学的相关理论,分析了对联的认知过程和认知特点。认为,对联认知过程中上下联两个输入空间,在跨空间映射之前先于内部映射合成,构成更为复杂的跨空间映射网络;上下两空间对接合成时利用类属空间进行空间检验。在认知特点上,表现为对联是所表现对象在意义和形式上的双重突显,对联认知需同对联语境建立最大关联,对联在认知过程的不同阶段产生不同的美学效应。     

可及性：英语指称词语表达的认知阐释

本文以Ariel的“语言学的、认知的”可及性理论为基础，对英语的指称词语进行认知解释。主要从指称词语的编码原则及可及性等级等方面介绍了Ariel提出的可及性理论，其普遍性和对指称词语可及性等级划分的细致性越来越受到研究者们的推崇。在英语中，高可及性标示语主要由代词来充当，中可及性标示语由指示词语充当，而低可及性标示语主要由专有名词和有定描述语充当。