Writing in the Secondary-Level Disciplines: a Systematic Review of Context,Cognition, and Content

Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 3504 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 3504 studies was evaluated and coded using seven methodological quality indicators. The qualitative synthesis of studies is organized by the overarching categories of context, cognition, and content. The studies are further grouped by relevant themes to explore how the incorporation of writing tasks into content-area instruction benefits the secondary students’ content-area learning and knowledge acquisition. Primary themes include the elements of explicit strategy and inquiry-based instruction, the impact of prewriting models, the role of metacognition and journaling, and the writing-related implications for content-area assessment. Recommendations for future research are offered. Additionally, practical implications for secondary content-area teachers are presented.     

Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review

This is a systematic review article of 27 studies on what existing research tells us about the experience (or lack of experience) of inclusion in Physical Education (PE) among disabled students, which localised factors are promoting or hampering inclusion in PE and to what extent attitudes are decisive in these localised processes. Seventeen studies examined teachers’ attitudes and 10 studies examined students’ experiences. The analysis follows the guidelines recommended by Harden and colleagues for ‘view-studies’; systematic reviews based on both qualitative and quantitative studies. The main findings reveal that students with disabilities experience exclusion and a lack of belonging in PE, but in some of the most recent articles we find students with disabilities who ‘love PE’. PE teachers share the normative goal of inclusion but perceive it as impossible to achieve due to a lack of competence and a lack of resources, but mostly due to the presupposition of the constructed ‘normate’ PE student.     

论软件测试的系统构成

现代软件测试理论和实践证明,软件测试不再只是软件开发中的一个阶段,而是自成为一个系统,与软件开发同步进行。软件测试由制订测试计划、测试设计、实施测试、执行测试和评估测试这五个部分构成,每个部分都有其目的和任务,它们依次进行,协同作用,确保了整个软件测试的有序进行。     

Writing Development Over Time: Examining Preservice Teachers' Attitudes and Beliefs About Writing

Since writing ability has been found to be a key indicator of school success and successful participation in the workplace, it is important for preservice teachers to receive effective preparation in the area of writing. Reflecting on personal writing experiences allows preservice teachers to examine their own attitudes and beliefs about writing and the effects their attitudes and beliefs may have on their pedagogical decisions in the future. This article describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants examined their attitudes towards writing that have developed over time and their plans for future writing instruction. The following three broad themes emerged related to key influences in the development of positive and negative attitudes towards writing: (a) having writing published or showcased increases positive attitudes towards writing, (b) creative opportunities and process-oriented teaching strategies provide the most meaningful writing experiences, and (c) negative feedback from teachers adversely impacts self-confidence in writing skills and leads to negative attitudes towards writing. Three themes related to views of writing instruction and pedagogical decisions for the future also emerged from the focus groups. These were: (a) embedding writing opportunities throughout the day helps provide quality writing instruction, (b) preservice teachers who struggle with writing mechanics are hesitant about teaching these skills to their future students, and (c) preservice teachers do not agree on one specific methodology for teaching writing or the amount of time that they will teach writing in the future.     

另类英语写作教学:写作即翻译

大学专业英语写作课程中,学生英语写作能力提高的实质是汉译英能力的提高,其表现不仅是字字对应的直译,还关系到其思维模式的转变:由浅层的形式转换到深层次的格式塔心理的构建.为了使写作更符合地道英语的语言规范,需要“陌生化”处理,以避免中式英文的出现.     

国外青少年学生暴力态度研究评析

随着暴力研究的兴起,暴力态度逐渐成为暴力研究中的重要内容之一。以往研究者主要就暴力态度的概念、结构、测量方式、影响后果和影响因素做了较为细致的研究。但是,由于暴力态度的研究刚刚兴起,关于暴力态度的研究还需从以下几个方面开展进一步的研究,比如,暴力态度概念和暴力态度结构的进一步探究,暴力态度测量方法的完善,暴力态度实证研究的深化以及开展暴力态度的本土化研究等。     

写作学科建设的新进展——从复旦大学增设"文学写作"硕士点谈起

长期以来,我国写作学科的学术地位不肯定、不明确;写作学科(包括文学写作)没有专门、独立的硕士点。近两年来,复旦大学经专家论证和国家学位主管部门审核备案,增设了作为二级学科的“文学写作”硕士点。这对20世纪80年代初兴起的写作学科建设来说,是一次突破性的新进展,势必产生积极、深远的影响。     

以系统的角度构建高校毕业生售后服务体系

高校毕业生“售后服务”体系,是指高等院校为自己的产品——已毕业的学生提供的各种继续教育服务和工作支援的总和。构建高校毕业生售后服务体系既是提高高等教育质量的关键,也是强化高等院校市场竞争力的关键。毕业生售后服务体系是一个系统,它包括：基础支撑体系、沟通和连接体系、灵活的运作体系、精准的系统反馈和诊断体系等。构建高校毕业生售后服务体系需要统一认识、建立统筹机构、灵活解决经费问题等。     

Primary Grade Teachers' Theoretical Orientations Concerning Writing Instruction: Construct Validation and a Nationwide Survey

Teachers' practices are directly tied to their beliefs or theories about instruction. The purpose of the present study was to develop an instrument to measure primary grade teachers' theoretical orientations about writing instruction, provide construct validation for this instrument, and describe teachers' beliefs about writing instruction in the early grades. Factor analysis of responses from a nationwide sample of primary grade teachers yielded three distinct dimensions, measuring beliefs about the role of explicit instruction, correctness in students' writing, and natural learning methods. The validity of the instrument was supported by findings showing that teachers' orientations were related to classroom writing practices in a predictable and reliable manner. Finally, most of the participating teachers emphasized both explicit instruction as well as incidental and informal methods of learning (i.e., the natural learning) in their theory of writing instruction for young children, while downplaying the importance of correctness in writing.     

基础写作(下)辅导Ⅰ

《基础写作》教材的前五章 ,即写作的准备阶段和执笔阶段中“构段”的内容 ,上一学期已经学习过 (辅导文章载于《当代电大》2 0 0 2年第 4期 )。这学期学习教材的后六章 :造句、措词、文面、叙述、说明和说服。其中造句和措词 ,仍属于执笔阶段的内容 ,而叙述、说明和说服则为基本型文体 ,属应用的范畴。文面除在作文中有具体要求外 ,也需要掌握一些基本知识。考试范围 ,就基础知识、基本理论而言 ,基本不涉及前五章的内容 ;而从应用的角度说 ,与前五章又是不可分割的。因为写作知识 ,理论和写作实践是一个完整的系统 ,完整的写作规律体现在…     

专题写作期末复习提要

复习要求本门课程的文学教材《中文学科论文写作训练》是平时教学及期末复习考试的基本依据 ,对教材所讲述的写作知识要结合例文认真理解、领会 ,要能够灵活运用。各种网上教学资料在复习中也可以用作参考。“专题写作”是一门实用性和实践性比较突出的能力训练课 ,学习这门课程 ,只“记”不“练” ,或练得不够 ,则无法达到学习目的。在平时的学习中 ,要多读多写 ,以通过阅读借鉴和写作练习提高自己的写作能力。在期末复习中 ,也可以适当地进行一些论文评析及各种形式的写作训练 ,以提高自己运用所学知识解决实际问题、进行实际操作的能力。…     

双重态度模型研究述评

在内隐性社会认知研究的基础上,Wilson等提出了双重态度模型理论。该理论指出,人们对同一态度客体能同时拥有两种不同态度。该理论对态度研究产生了重要影响。阐述双重态度模型的基本理论观点和双重态度的基本类型,介绍双重态度的基本测量方法,对双重态度模型的实证研究支持进行简要说明,探讨该理论对相关研究的启示与其在国内的具体应用,最后提出了今后的研究方向。     

Teacher Efficacy in Writing: A Construct Validation With Primary Grade Teachers

Teacher efficacy has been identified as a variable accounting for individual differences in teacher practice and student outcome. Because teacher efficacy is a specific rather than a generalized expectancy, an examination was done on the validity and reliability of a teacher efficacy instrument designed specifically for the area of writing. Consistent with previous teacher efficacy research, a factor analysis of the instrument yielded 2 dimensions: 1 measuring personal teaching efficacy and the other general teaching efficacy. Both factors were reliable and only slightly correlated with each other. The reported classroom practices of high- and low-efficacy teachers differed, providing further support for the validity of the instrument. It was also found that variation in efficacy scores was related to teachers' beliefs about how to teach writing.     

运用多向思维构建公文写作教学实践框架

针对目前高校公文写作课的现状,根据公文写作的特点和教学对象的实际,应注重运用多向思维构建公文写作实践框架:创新教学方法,注重写作实践,创新教学手段,提高学生的实际写作能力。     

Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

A longstanding debate concerns the use of concrete versus abstract instructional materials, particularly in domains such as mathematics and science. Although decades of research have focused on the advantages and disadvantages of concrete and abstract materials considered independently, we argue for an approach that moves beyond this dichotomy and combines their advantages. Specifically, we recommend beginning with concrete materials and then explicitly and gradually fading to the more abstract. Theoretical benefits of this “concreteness fading” technique for mathematics and science instruction include (1) helping learners interpret ambiguous or opaque abstract symbols in terms of well-understood concrete objects, (2) providing embodied perceptual and physical experiences that can ground abstract thinking, (3) enabling learners to build up a store of memorable images that can be used when abstract symbols lose meaning, and (4) guiding learners to strip away extraneous concrete properties and distill the generic, generalizable properties. In these ways, concreteness fading provides advantages that go beyond the sum of the benefits of concrete and abstract materials.