小学英语教师教育科研意识的相关性研究——以宁夏回族自治区M市为例

教育科研意识是小学英语教师开展教育科研的内部动力。研究表明,宁夏M市小学英语教师教育科研意识处于中等水平:小学英语教师的反思意识处于中等以上水平;小学英语教师的学术意识、问题意识和责任意识处于中等水平;小学英语教师的科研观念和科研目的处于中等以下水平。小学英语教师教育科研意识与学校和学历存在显著的正相关;小学英语教师教育科研意识与教龄存在显著的负相关。基于此,提出了增强小学英语教师教育科研意识的具体对策。     

翻译教学中翻译意识的渗透——以一节旅游文本翻译的课堂设计为例

翻译意识是翻译能力的重要组成部分。在翻译教学中,应根据翻译实践的特点,不断帮助学生树立翻译意识。以一节旅游文本翻译的课堂设计为例,可以通过导入、对比、实践、点拨、再实践和翻译等不同的步骤向学生渗透功能意识、目的意识、语言对比意识、文化对比意识、美学意识、技巧意识等。     

Interactions in the development of spelling,reading and phonological skills

Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time-points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling.     

强化期刊编辑品牌意识的路径

品牌意识是指期刊编辑在编辑实践中对期刊质量的一种价值界定,即期刊质量的优化和高档次化。它是期刊编辑的创新意识、特色意识、质量意识、市场意识和战略意识等主体意识的综合与凝聚,是一种为争取最佳社会效益而不断进取的价值取向。在现代社会,品牌是刊物最重要的资源,是刊物核心竞争力的重要组成部分。期刊编辑要树立并强化、突出品牌意识。要强化期刊编辑的品牌意识,就要强化他们的创新意识、特色意识、质量意识、市场意识、战略意识、活动传播意识和数字化意识。     

浅谈语音意识培养对高职大学英语教学的启示

文章从中介语的定义、特征及形成方式入手,探讨少数民族在学习第二语言——汉语过程中的中介语现象及其对汉语口语教学的启示.     

Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension

Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whether a French word had a cognate in English. Overall, performance on the cognate awareness task was significantly above chance at both time points, and it improved overtime. Thus, for the majority of the participants, cognate awareness was evident as early as first grade. Regressions revealed that cognate awareness measured in Grades 1 and 2 made a significant contribution to Grade 2 French reading comprehension, beyond multiple controls. The results of the study suggest that cognate awareness is a unique aspect of second-language reading comprehension in young bilingual children.     

Contribution of phonological,morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models

The purpose of the present study was to examine the contribution of metalinguistic skills—as measured through orthographic awareness, phonological awareness, and morphological awareness—to the English spelling ability of Grade 8 Chinese students who study English as a foreign language (EFL group) and of third graders in the U.S. whose first language is English (EL1 group). The two groups were initially matched through calculating the Flesch-Kincaid reading level of Chinese EFL students' textbooks and then through propensity score matching, taking into consideration various predictors. Using multiple regression and dominance analysis, we compared the models of metalinguistic awareness that predict English word spelling between the two groups. We found that orthographic awareness and morphological awareness were uniquely related to spelling for the EL1 group, whereas morphological awareness, orthographic awareness and phonological awareness were uniquely related to spelling for the EFL group, after accounting for the effect of vocabulary. Further analysis of relative importance of the predictors showed that orthographic choice was the dominant predictor for the EL1 group and inflectional morpheme production was the dominant predictor for the EFL group. The importance of metalinguistic awareness in acquiring English spelling in both EL1 and EFL groups is discussed.     

基于结构方程模型的保险意识测度

文章采用福州市居民保险意识调查的样本数据,用因子分析法探究了影响居民保险意识的主要因素,用结构方程模型研究了各因素内部及相互间的关系,建立了居民保险意识指数的三级测量指标体系,测度出了居民保险意识的单项指数、影响因子指数和总指数。研究发现：居民保险意识由风险意识、保险认知、保险替代和保险情感4个因子构成,保险认知对保险意识的综合影响最大,保险情感次之,保险替代的影响稍弱,风险意识的总效应最小,表明普及保险知识和重塑行业诚信形象对民众保险意识的提高至关重要;以＂养儿防老＂为代表的传统保障模式的衰退正在成为民众保险意识提高的重要推动力量;民众风险意识不强,侥幸心理过重,将在长期内阻滞其保险意识的提高。     

家庭教育中幼儿规则养成的思考

因为幼儿期是儿童规则意识萌发和规则行为初步形成的重要时期,所以幼儿规则意识和行为的养成尤为关键和重要。当前幼儿家庭教育中存在着幼儿规则意识欠缺、幼儿家长规则教育意识欠缺、规则教育过程困难及方法不当的问题。因此,要通过多种方法来培养幼儿的规则意识和行为,教会幼儿识记规则和遵守规则,家园共助,相互配合。     

家庭教育中幼儿规则养成的思考

因为幼儿期是儿童规则意识萌发和规则行为初步形成的重要时期,所以幼儿规则意识和行为的养成尤为关键和重要.当前幼儿家庭教育中存在着幼儿规则意识欠缺、幼儿家长规则教育意识欠缺、规则教育过程困难及方法不当的问题.因此,要通过多种方法来培养幼儿的规则意识和行为,教会幼儿识记规则和遵守规则,家园共助,相互配合.     

汉语发展性阅读障碍儿童语素分辨及运用能力

比较汉语发展性阅读障碍儿童和阅读正常儿童完成同音语素分辨任务和语素构词任务的情况,测查汉语发展性阅读障碍儿童的语素分辨及运用能力。研究一考察了语素分辨能力,结果发现:与阅读正常儿童相比,阅读障碍儿童完成语素分辨任务的反应时更长、准确率更低。研究二考察了语素运用能力,结果发现:与阅读正常儿童相比,阅读障碍儿童完成语素运用相关任务的反应时更长、正确率更低。两个研究的结果提示我们,汉语发展性阅读障碍儿童存在语素意识缺陷,从语素分辨能力到语素运用能力的落后,说明语素意识缺陷是造成汉语发展性阅读障碍的重要原因,汉语的语素意识在儿童阅读中起着至关重要的作用。     

课程知识与社会意识形式

课程知识的社会性是指由于社会意识的融入而赋予课程以鲜明的社会特质。社会心理为社会意识形式提供情感资源和心理动力,而为人类文明提供理性精神成就的社会意识形式是课程知识社会成分的主要方面。社会心理成分和社会意识形式铸就了课程知识的社会文化力量,对社会意识形式作用方式的正确把握是实现课程的社会效能和理智价值的基本前提。     

加强大学课堂中的海洋意识教育

由于大学课堂中海洋文化教育的缺失,造成了大学生海洋意识的薄弱,因此对大学生必须加强海洋意识的教育。文章从大学生海洋意识缺失的原因、海洋意识的教育内容,以及进行海洋意识教育的意义等几个方面探讨了大学课堂中海洋文化教育问题。     

大学生公民意识教育探微

加强大学生公民意识教育,是高校德育目标理性回归的必然要求。大学生公民意识教育应努力达到增强学生公民权利意识、法治意识、培养学生平等意识等目标。高校应充分发挥“两课”的主渠道、主阵地作用,与实践体悟结合起来,构建家庭-学校-社会“三位一体”的大学生公民意识教育网络,注意应用隐性教育方法。     

幼儿教师的培养应重视公民意识的提高

加强学前教育专业学生的公民教育有较强的现实性意义,但是当前公民意识教育在幼儿教师的培养中却受到冷落,学前教育专业学生的公民意识不容乐观。学校应该引起重视,进一步加大公民意识在课程体系中的重要地位,并通过环境创设、课堂教学、实践活动等途径来提高学生的公民意识。     

Phonological awareness,speech development,and letter knowledge in preschool children

Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography, and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development, phoneme awareness more clearly associates with the products of literacy experience.     

元语言意识对第二语言习得的影响及其与其他因素的交互作用

元语言意识是对语言结构有意识的觉察和运用。本文首先介绍 了什么是元语言意识及元语言意识测量的方法,接着讨论了元语言意识在母语和第二语言间的迁移,然后重点论证了元语言意识在第二语言习得中的重要作用,最后提出了元语言意识在第二语言习得中的动态、交互作用模型,即元语言意识、母语、工作记忆和情感态度等影响第二语言习得的因素,构成一个动态有机的系统,它们共同影响第二语言的习得。     

Phonemic awareness development in 2.5- and 3.5-year-old children: an examination of emergent,receptive, knowledge and skills

The National Institutes of Health has deemed illiteracy a national health crisis based on reading proficiency rates among American children. In 2002, the National Early Literacy Panel identified six pre-reading skills that are most crucial precursors to reading mastery and predict future reading outcomes. Of those skills, phonological awareness, and in particular phonemic awareness, is the strongest independent predictor of early reading outcomes. However, limited research has addressed the development of these component skills due in part to the fact that many of the measures used to assess sub-skills such as phonemic awareness are oral production measures that cannot easily be administered with children under the age of five, and are not designed to detect implicit or emerging knowledge. To address this limitation, we developed and administered two receptive measures of phonemic awareness to 2.5- and 3.5-year-old children. We found evidence for the emergence of this component skill earlier in ontogeny than is currently acknowledged in the literature. Overall, children performed at above chance rates on measures of receptive phonemic awareness at the level of the individual phoneme as early as 2.5-years-old. Results are discussed in terms of the need for a paradigm shift in prevailing models of how phonological awareness develops, as well as the potential to identify children at-risk for reading failure at an earlier point in ontogeny than is currently feasible.     

The structure of phonological awareness in European Portuguese: A study of preschool children

The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period.     

The relation between morphological awareness and reading and spelling in Greek: a longitudinal study

The aim of this longitudinal study is to examine the contribution of morphological awareness to the prediction of reading and spelling in Greek. The target group (N = 404) consisted of children, aged 6–9 years at the start of the project, who learn literacy in Cyprus. Because there are no standardized measures of morphological awareness for Greek Cypriot children, morphological awareness measures were developed and validated. A concurrent analysis of the first wave of data collection showed that morphological awareness made a unique contribution to the prediction of reading and spelling in Greek. The longitudinal analyses showed that morphological awareness predicted performance in reading eight months later, even after partialling out grade level, verbal intelligence, phonological awareness and initial scores in reading and spelling. This study makes theoretical, empirical and practical educational contributions. It shows the long term and specific relation of morphological awareness with reading in Greek and establishes the plausibility of a causal link between morphological awareness and reading, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological awareness in Greek as well as a new measure of spelling skill.