冯契的终极关怀思想

终极关怀是人类对自身生存状态的关注和对自身终极意义的追问。冯契先生以＂化理论为方法＂、＂化理论为德性＂作为其终极关怀的路径,在理性与信仰相统一的基础上,在个体的自在与群己关系的自由中,在人类的生存实践即人类生存体验中,转识成智,使人类从必然王国走向自由王国,从而实现对人类的终极关怀。     

Writing centre tutoring sessions: addressing students’ concerns

The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and argumentation of texts rather than lower order concerns of grammar and punctuation. Using survey-based data, this paper examines students’ concerns regarding written texts in English and analyses whether there is a correlation between students’ and peer-tutors’ perceptions of help received/provided in the writing centre at Nanyang Technological University. The aggregate findings show that there is a significant correlation between their perceptions but a further sub-analysis that pairs individual student and peer-tutor responses reveals that there are discrepancies between their perceptions of the type of help received and provided. These findings not only reveal the type of feedback students prefer, whether global or local, but also whether there is a good fit between student needs and tutoring approach based on students’ nationality and English proficiency.     

Show and tell: Student and instructor perceptions of screencast assessment

This study addresses students’ and instructors’ perceptions of screencast assessment and compares this feedback method to traditional paper or digital text-based comments. Screencast assessment allows for asynchronous audio and visual commenting on student papers using screencast software. A pilot study using surveys of 39 students enrolled in lower-level composition classes and surveys of five composition instructors have indicated that screencast assessment promotes detailed and effective feedback on student writing. This feedback method reveals instructor's thought process while grading, and this transparency fosters student–teacher communication about writing. Screencast assessment changes the detail and types of comments, fostering an increased use of macro-level comments over micro-level concerns. The method does not necessarily save time grading but allows for feedback in the same amount of time. Because of the suggestion that students and instructors value screencast assessment, this study warrants a larger scale project in order to investigate the student preference for this feedback and whether the method leads to improvement in student performance.     

新课程实施中数学教师关注阶段研究

教师是课程改革方案的最终实施者和使用者,教师的支持是课程改革成功的一个关键因素。通过对现有理论的分析,我们以“关注为本采用模式”(CBAM)为基础,对欧美较为成熟的关注阶段问卷进行了一定的修改,调查了新课程实施中西南地区238名小学数学教师的关注阶段。研究结果表明:小学数学教师主要处于CBAM的任务关注阶段;不同教龄组的教师在关注阶段上有显著差异,而农村和城市地区的教师在关注阶段上并未呈现显著差异。     

Comparison of Phonological Training Procedures in Kindergarten Classrooms

Abstract

The authors compared the effect of 2 phonological training procedures—segmenting and blending, or first sound identification and rhyming—on the acquisition of reading and spelling skills among kindergarten children. Sixty-one low-skilled kindergartners were assigned randomly to 1 of 2 strategy groups. Children received 20–30 min of instruction in small groups that met twice a week for 10 weeks. Both groups improved significantly in the target skills and in reading and spelling. No significant differences were found between groups on skill acquisition, transfer to untaught skills, or generalization to reading and spelling. Children demonstrated weaker evidence for transfer and generalization than that reported earlier. The results are discussed in terms of treatment differences and support for stimulating generalization.     

青年教师关注高职课改调查分析及激励对策

以"教师关注"理论为基础,以关注发展阶段问卷为模板,通过评定青年教师的关注阶段,了解青年教师的关注点,对高职院青年教师在课程改革实施过程中的发展进行探究,以期设计更加有针对性的教学督导活动,为促进高职课程改革发展提供科学依据。     

基于CBAM的初中英语骨干教师新课程关注研究

本研究以霍尔的关注为本采纳模式为基础,对新课程实施中的初中英语骨干教师关注阶段进行问卷调查,探索影响初中英语教师课程关注阶段的因素,为英语教师继续教育课程的设置和完善提供一些建议。研究结果表明:初中英语骨干教师主要处于CBAM的任务关注阶段和影响阶段;教龄不同的教师对新课程的关注发展阶段存在显著性差异。     

追寻生命的崇高 探索诗性的悲怆——《青藏手记》研究

《青藏手记》可视为陈世旭在二十世纪九十年代向流行文学和世俗文化的挑战书，是当时讴歌崇高与理想之美的中篇佳作，小说在思想内涵上 主要表现了两重深刻意蕴，其一是以低视点写高境界，张扬了理想主义的生生不息；其二是表达了作者对生命的终极关怀。在艺术形式方面作者使用了用诗性思维和诗的语言。近乎悲壮的情感，有较强的感染力。     

论人的全面发展的关系

人的全面发展的关系,是人的全面发展理论的内容之一。在构建社会主义和谐社会的新形势下,人的全面发展的关系主要体现为:人与自然界之间的和谐关系、人与社会之间的协调关系以及个人与他人之间的合作关系。     

Teachers' concerns regarding the adoption of a new mathematics curriculum: An application of CBAM

The main purpose of the present study was to identify and examine the concerns of primary school teachers in Cyprus in relation to the recent implementation of a new mathematics curriculum and the use of new mathematics textbooks. An adaptation of the Stages of Concern Questionnaire (SoCQ) based on the Concerns-Based Adoption Model (CBAM) was administered to a representative sample of teachers. According to the findings, the concerns of teachers largely focused on the task stage of the CBAM model. Furthermore, there were significant differences in the concerns of teachers across years of teaching experience but not across years of implementation. This revised version was published online in July 2006 with corrections to the Cover Date.     

From Indignation to Indifference: Teacher Concerns About Externally Imposed Classroom Interruptions

Abstract

In an era in which schools are expected to achieve more for their students, many teachers remain frustrated by the increasing results-driven demands made on them. A facet of teacher work life in which many feel disempowered is addressed in this study—the regular infringement of outside intrusions into the classroom learning environment A stratified random selection of teachers in the Canadian Province of Saskatchewan was surveyed regarding their experiences and feelings about such time-consuming episodes. This study was designed to provide supplementary data to an earlier investigation into the nature and frequency of externally imposed classroom interruptions by attempting to ascertain their perceived impact. The results dramatically illuminate the extent of the problem as well as the array of teacher perceptions of and reactions to it.     

中学历史教育的忧思──兼谈历史的持续学习问题

历史知识的重要与青少年历史知识的贫乏令人汗颜,启人深思,究其所以,原因甚多。如何把历史教育的功利性与趣味性结合起来,如何使学生毕业后保留持续学习历史的兴趣,是当前中学历史教师需要深思和探讨的问题。笔者以为,当从转变教育现念、改革教法、激发学生兴趣、增强教师自身素养入手。     

对中国传统文化传承的忧虑——关于《中国结》

长篇小说《中国结》富有深意:\"中国结\"既是隐含的一条串联人物、推动情节的重要红线,也是代表着团圆、温馨、和谐、和平、吉祥、幸福、爱情等方面优秀中华文化的象征,又在某种程度上表现了面对外来文化的侵略与冲击和本国非理性的政治运动,以及作者对中华优秀传统文化传承的忧虑。但小说也存在某些不足。     

现实语境与女性视角——黄文婷散文的一种解读

作为一位女性作家,黄文婷对女性身份有着明确的自我认同,以自身的生态状态和价值选择有着充分的肯定。她以自信、从容的笔调展开具有女性色彩的话题,对田性世界的理解和尊重。同时,她的散文以对现实的热切关注和普泛化意蕴,区别于自恋自爱的小女人散文。黄文婷散文的现实关注突出显示为当下性语境。其语言风格自然、柔和、温婉,正与作品的现实语境和女性视角相适应。     

关于弱势群体报道的理性思考

弱势群体作为一个特殊群体的存在已经越来越受到社会和媒体的关注。要做好这一特殊群体的报道,应从导向性、客观性、平视性、思辨性等方面下工夫。     

幼儿教师问题关注的类型与特点

教师问题关注指教师在教育教学工作中最关心的问题,研究教师问题关注体现了对教师的关怀,有助于促进教师专业发展,对教师教育制度设计与政策制定亦有启发意义.本研究采用质化研究与量化研究相结合的方法,分层随机选取南京市城区8所幼儿园的教师为研究对象,考察幼儿教师问题关注的类型与特点.研究结果发现幼儿教师的问题关注可以分为四种类型,其中幼儿教师不分教龄都十分关注教学一幼儿需要,表明幼儿教师的问题关注已处在一个较为成熟的阶段.幼儿教师具有较强的敬业精神与投入意识,但幼儿教师的这一教学一幼儿需要关注涵盖的问题关注过多,其间包含了很多不同层次的问题关注,显示幼儿教师的问题关注还没有真正成熟.幼儿教师自我关注的内容相比已有研究出现了缩减的情况,表明幼儿教师专业自主发展的意识还有待提高.幼儿教师对园所内部同事间及与领导关系的关注、对园所管理及国家政策的关注突显了幼儿教师强烈的求生关注倾向,表明她们渴望获得来自外部的专业发展支持,渴望社会和国家更加重视幼儿教育与幼儿教师的生存和发展状况,渴望提高自身的专业地位.本研究结果与国外相关研究结论有相似之处,但更多反映了我国幼儿教师生存和专业发展的特殊生态.