鲁迅杂文"理趣"摭谈

鲁迅先生杂文的“理趣”是他的杂文创作的主要特征。他杂文的“理趣”主要表现在对批判对象的独特开掘和概括,在人们司空见惯、习以为常的地方揭示出的发人深省的人生哲理,古为今用、洋为中用的创作风格,超常逆反的创造性的诗性思维和通过寓言式、漫画式、象征式的形象体现为一种意象的创造等方面。     

Contract cheating in UK higher education: A covert investigation of essay mills

Contract cheating is currently a concern for universities and the higher education (HE) sector. It has been brought into the spotlight in recent years through the growth of online essay mills, where students can easily commission and purchase written assessment responses. This study contributes to the wider literature on academic integrity in HE by examining the phenomenon of contract cheating from a supply‐side perspective, thereby considering the essay mill offering and student interaction with it. The authors covertly engage with five essay mills, before successfully completing an assignment purchase with two of these providers. The pre‐purchase stage of an assignment transaction is first examined, unpacking ten reassurance cues used by essay mill providers in the text of their websites. These reassurance cues help to ensure the attractiveness of the essay mill product to potential student consumers. The analysis then moves to explore the ethical discourses around academic integrity that essay mills provide, revealing inconsistencies in their stance towards the potential for academic misconduct from the use of essay mill services. Finally, the article explores the quality of the essay mill product, through grading and Turnitin^® reports for the two purchased essay mill assignments. Following recent calls for the outlawing of essay mills, this article provides a timely addition to current understanding of this phenomenon, and the associated challenges of contract cheating in HE.     

A case for written examinations in undergraduate medical education: experiences with modified essay examinations

Abstract

A modified essay is an open-ended question about clinical presentations, with the goal to test application of basic science principles to novel scenarios. Due to high reliability and validity, multiple-choice question (MCQ) examinations are more commonly used. We have employed a combination of MCQ and modified essay examinations in medical school. The correlation between MCQ and modified essay grades is positive but small, suggesting they may be testing different cognitive levels/skills. In this paper, we evaluate the impact of a non-graded mock modified essay on student’s performance and satisfaction, and outline our best practices. We have found that it is important to involve faculty from multiple disciplines to construct robust cases, and to review examinations and rubrics. The mock modified essay resulted in higher performance and student satisfaction, and fewer students’ comments related to subjectivity, frustration and anxiety. Yet, there was not an improvement in confidence. Moreover, there was no correlation between grades in the mock and graded modified essays, suggesting that the mock modified essay may not be useful to predict academic performance. Yet, the incorporation of a mock modified essay was useful to clarify expectations and provide guidance, potentially reducing the anxiety induced by an unfamiliar assessment.     

Developing essay writing skills: an evaluation of the modelling behaviour method and the influence of student self-efficacy

Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as measured through academic confidence, in the essay writing development of 142 university students. The research compared students’ essay marks between two semesters in order to explore whether observational learning had an impact on the development of the complex skills involved. The results revealed that all students benefit from traditional feedback and higher levels of self-efficacy when developing their essay writing performance. Underperforming students particularly benefited from actual essay writing. However, contrary to the predictions drawn from the literature, students in this study did not appear to benefit from observational learning when developing their skills. Limits to social learning theory are discussed.     

“This test makes no freaking sense”: Criticism, confusion, and frustration in timed writing

Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback.     

A framework to support group essay writing in English for Academic Purposes: a case study from an English-medium instruction context

In English for academic purposes courses, group oral presentations are quite common but essay writing tends to be seen as an individual endeavour, albeit with scope for peer review. This article discusses action research reflecting on student perceptions of a framework to support students through a semester-long collaborative essay assignment in an English-medium instruction university in Macau. The framework presented incorporates collaborative and individual assignment tasks, assisted by information and communications technology, to support the collaborative process and facilitate the assessment of the individual within the group. Even though writing in a group may take more time and effort, it is viewed favourably by the majority of students due to the additional learning gains to be made by writing collaboratively, including the increased quality of ideas and the social interactions (face-to-face and online) required to come to agreement.     

The eye-mind of processing written feedback: Unraveling how students read and use feedback for revision

This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 students using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students' revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.     

文类研究:百年散文研究的新思路

本文对近年来欧关随笔理论研究所取得的重要成果加以述评。本文认为,中国百年来的“现代散文”如何定义自己,能否代表文学的“现代本质”,是文类研究最核心的问题及其意义所在。借鉴西方文类研究理论,将有助于中国现当代散文（随笔）理论研究走向进一步拓展和深入。     

日本大学AO入学考试:引入与实施

从AO入学考试的引入过程以及作为具有代表性的筑波大学(国立)和早稻田大学(私立)AO入学考试的实施情况可以看出,AO入学考试已经成为日本最重要的大学入学选拔方式之一。它由各个大学自行实施,重视考察学生的能力,不拘一格地选择人材。这对我国建立多元化的大学入学选拔制度具有一定的借鉴意义。     

机会与威胁:自学考试教育现实发展中的若干问题

自学考试教育是我国教育事业的重要组成部分。在当下现实中,自学考试教育正面临着千载难逢的发展机会和前所未有的现实威胁,但机会大于威胁。对此,应该以积极乐观的心态看待自学考试教育,抓住机遇,正视威胁,不断探寻自学考试教育的改革和发展之路,促进自学考试教育不断向前发展。     

The OER mix in higher education: purpose,process, product,and policy

Success in open educational resources (OER) has been reported by the Massachusetts Institute of Technology in the USA and the Open University in the UK, among others. It is unclear, however, how valuable OER are in learning and teaching. Approaches to OER policy and sustainability are just two other key aspects that remain unresolved across the sector. Based on the findings from the Open, Transferable, Technology-enabled Educational Resources (OTTER) project at the University of Leicester, UK, ¹ 1. Open, Transferable, Technology-enabled Educational Resources (OTTER) project, University of Leicester, UK, http://www.le.ac.uk/otter we introduce the OER mix framework: purpose, processes, product, and policy. We argue that different mixes of the four Ps can generate different approaches to OER. We discuss the relevance of the framework and its importance for social inclusion and widening access to higher education. We also discuss the implications of the OER mix for the openness agenda. Institutions may find value in adapting and applying the framework. We invite colleagues to critique it and report back.     

Three Epiphanic Fragments: Education and the essay in memory

Pádraig Hogan has argued for a powerful conception of education as epiphany that is illuminated by the work of Heidegger and Joyce. But what are we to make of Stephen Dedalus’ intention (pretension?) to ‘Remember your epiphanies’? Developing the phenomenological Erinnerungsversuch or ‘essay in memory’ of David Farrell Krell, I will examine three ‘epiphanic fragments’ from the literature of education. The problem of the temporality of the educational epiphany will be identified and a resolution will be attempted. I hope thus to extend an ontological account of memory into the educational experience, and also to develop the educational significance of the remembered or recollected epiphany. The article concludes with some emerging thoughts on the relation of education, literature and vocation.     

固守与创新:高考改革的必然抉择

高考改革是一个争论纷繁的话题,但其改革的步伐从未间断:从考试科目、命题方式、招生方式到招生体制;另一方面,高考的改革由于历史的依赖、传统的依赖以及社会公平的诉求这三个方面的制约,始终在统一考试、分数至上这一"黄金标准"下悄然而为。高考改革如何在改革中坚守教育公平?途径有二:一是坚持统一高考,一是坚持招生制度的改革。     

Exams as Learning Tools: A Comparison of Traditional and Collaborative Assessment in Higher Education

Exams are increasingly being used as learning tools in the form of collaborative assessments as opposed to their traditional use as a summative assessment tool for verifying individual student learning. Despite the growing popularity of collaborative assessments, few studies test the differential effects of collaborative assessments (versus traditional assessments) on student learning. This paper analyzes 16 empirical studies from various disciplines and investigates the extent to which collaborative assessments improve student learning. The paper further provides recommendations and improved practices for instructors interested in using collaborative assessment in their classroom.     

Concept maps as a heuristic for science curriculum development: Toward improvement in process and product

This article outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Although we have used concept mapping in curriculum development with teachers from grades 4–8, we describe in detail the maps created by sixth-grade teachers. We analyzed the maps using three criteria: hierarchical structure, progressive differentiation, and integrative reconciliation. Changes made to the maps during the revision process, including additions and deletions, show increased clarification of both the concepts to be learned and the connections between them. Consecutive map revisions show the development of a cohesive conceptual grade-six science curriculum. The use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually driven.     

过程写作和结果写作在大学英语教学中的比较研究

在过去的二十年中,中国的非英语专业大学生在英语学习方面取得了巨大的进步。然而英语写作方面的现状却不容乐观,这种写作能力必然影响他们在学习和工作中的成功交际活动。为改变这一现状,文章对两种普遍的写作教学法（结果法和过程法）进行了对比实验研究,旨在探究一种适用于英语综合水平较差的非英语专业大学生的写作教学法。     

产品数据管理系统中人员模型和企业流程模型的建立

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真情雅韵满风庐--读宗璞《风庐散文选》

宗璞《风庐散选》的内容和艺术风格都很有特点，她的悼亡伤逝散、游记散和随笔散的“真情”，以及典雅雍容风格和精致灵动的语言特点都值得注意。