中小学音乐课程与信息技术整合问题研究

信息技术与音乐课程整合给音乐教学观念和教学方式带来变革中小学充分发挥信息技术的优势,为音乐课程的教学提供丰富多彩的教育环境和有力的工具。     

信息时代的情报检索语言研究

情报检索语言分为人工语言和自然语言两类，它们各有各长，互为补充。本文论述了人工语言和自然语言的优势和弱点，阐释了情报检索语言的发展趋势：人工语言向自然语言方向发展；人工语言实现分类主题一体化；人工语言和自然语言相结合。     

小学教育信息技术实验中心建设的思考

以《中小学教师教育技术能力标准（试行）》为依据,结合湖南小学教育实际,构建出小学教师教育信息技术能力结构,并以此指导小学教育信息技术实验中心的建设。通过总结我院小学教育信息技术实验中心建设的经验,以期湖南小学教育信息化建设提供参考。     

New Literacies for New Learners: The Need for Digital Technologies in Primary Classrooms

Abstract

All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especially important for economically disadvantaged students. Moreover, the interactive nature of the Internet and other digital tools may hold special learning opportunities for young children. New literacies instruction not only is necessary and appropriate for young children; it will define their future.     

高校图书馆员信息工作服务探讨

高校图书馆要真正成为教学科研的“先行官”，就必须不断增强信息意识，明确信息服务的内容任务，增强图书馆员信息服务观念，坚持服务至上原则、效益原则和资源共享原则，使高校图书馆的信息服务工作更上一个阶梯．     

标题对EFL学习者英语说明文阅读理解与信息保持的影响

进行了2个实验考察在正常阅读(实验1)与快速阅读条件下(实验2)标题及小标题对高低英语水平不同的大学生说明文阅读理解与信息保持的作用。结果表明：不论是正常阅读还是快速阅读,标题及小标题的呈现对读者说明文阅读理解与信息保持均有显著的促进作用,即阅读水平高者与低者都能从标题及小标题中受益,特别是在正常阅读条件下,提供标题与小标题对阅读水平低者的信息保持的促进作用比对高水平者的促进作用大得多。     

The Effects of Within-Class Ability Grouping on Academic Achievement in Early Elementary Years

Abstract

By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice.     

Vocabulary and text comprehension levels: what should be considered in assessments?

Abstract

Text comprehension comprises processes that work interactively to create a situation model of a text. Three hundred and one students from 12 Estonian schools were assessed to examine the relations between vocabulary and different text comprehension levels and to detect students’ individual profiles in these skills. Both variable- and person-oriented approaches were used to analyse overall patterns in the data as well as to make inferences regarding students’ individual differences. Vocabulary was found to have the strongest influence on inferential and literal comprehension, whereas evaluative comprehension was slightly less related to vocabulary. Person-oriented approaches revealed different patterns in students’ vocabulary and comprehension skills. Individual differences in vocabulary and comprehension levels emphasise the need to assess students’ comprehension with multidimensional tests aimed at determining the shortcomings in comprehension components and tracking students’ developmental changes.     

Using Children’s Created Cultures: Culturally Appropriate Practice in the Primary Grades

In discussions about developmentally appropriate practice, the term “social and cultural context” is typically used to refer to the culture of children, their families, and their community. Those discussions do not usually address the unique cultures children sometimes create among themselves. Those cultures have values, rules, and norms that frequently exclude adults. As outsiders, we teachers often react to children’s created cultures by discounting them as something that interferes with education rather than something we can use. However, teachers can incorporate those cultures into their classrooms in effective ways that can enhance children’s motivation and facilitate learning.     

Early childhood education programs in Kenya: challenges and solutions

Early childhood education in Kenya serves the critical purpose of preparing young children for primary education. Notwithstanding the associated benefits for society as a whole, the government of Kenya is involved minimally. Indeed, parents are responsible for planning, developing and managing different early childhood programs. Consequently, problems such as funding and lack of program consistency are common. Because early childhood programs are essential, the government should be involved actively in the development and implementation process.     

从大学生信息行为分析当前高等教育存在的问题

从当前大学生信息行为中所表现出的与高等教育相关的特点出发,分析了目前高等教育的某些领域还存在盲目扩大招生规模、弱视大学生的思想道德教育、忽视大学生的信息素质教育等问题,指出了各高校在办学过程中应该对此予以高度重视。     

Macrostructure construction and organization in the processing of multiple text passages

This paper addresses the issue of macrostructural processing of multiple text passages. Two levels of macrostructural processing, macrostructural construction (extracting important information) and organization (structuring selected information) may be at work during complex text comprehension. Three experiments examined the effects of various textual and situational factors on macrostructural construction and organization. College students were asked to read small sets of documents presented in hypertext format. The students' reading strategies as well as their written reports were analyzed. Experiment 1 showed that headings and presentation format influence macrostructural organization. Experiment 2 showed that task requirements tend to influence macrostructure construction and organization, whereas presentation conditions, such as the marking of important information and the presentation order, can affect both levels of macrostructural processing. Finally, experiment 3 indicated that there is an interaction between global and local headings and the construction and organization of macrostructure. The three experiments also suggested that subjects can be characterized based on how well they deal with macrostructural construction and organization. It is concluded that the comprehension of hypertext involves higher levels of cognitive processing which ensure the structuring of multiple text information.     

关于高校图书馆建设信息咨询中心的思考

本从信息时代特征出发，结合高校图书馆信息咨询工作的现状，分析了建设有特色高校图书馆信息咨询中心的必要性，阐述了中心的基本任务，提出了影响中心建设的三大要素。     

浅谈记忆理论在英语教学中的应用

通过对记忆与英语学习之间的关系的分析，指出了传统教法中的一些问题，并就词汇的系统教学、语篇概述及阅读理解等问题提出建议。     

汉英新闻语篇词汇模式对比之实例研究

词汇模式理论从词汇复现的角度提出英语语篇的分析模式（词汇复现-句子联系-句子衔接）。词汇在语篇中的复现模式把词汇、语法和语篇等连接手段统归于词汇,可以简化语篇衔接分析的过程,操作性强。本文利用此理论分析汉英新闻语篇各一篇,从词汇复现的角度对比汉英语篇的异同。     

Reflective Teaching in the Early Years: A Case for Mentoring Diverse Educators

Student diversity in classrooms is on the rise and with it, a need for teachers who recognize the needs of diverse student populations. Teacher retention is a national crisis, with teachers of color at especially high risk for leaving the teaching profession early. This case study describes a collaborative mentoring approach used by a primary grades Latina teacher and two university professors. This approach focused on reflective discussion of classroom events and addressed the challenges of teaching for understanding in an age of accountability and changing demographics. Findings indicate that the beginning teacher’s enthusiasm combined with the expertise of teacher educators benefited the teacher, the students, other teachers in the school, and the participating university professors. Implications of this case study point towards the need to mentor diverse educators in the early years.     

浅谈原版英文化学教材在工商管理专业的教学

论述了外文原版教材在非化学专业本科生化学课程教学中的作用。实践证明,采用英语原版教材教学不但极大激发了学生的学习兴趣,而且还明显提高了英语(特别是科技英语)水平。     

语文审美式教学过程解析

语文审美式教学过程是构建“形——神——写——说”的语文课堂教学过程,也就是学生接受“理解——语言——表达”的过程。语文审美式教学基本流程的三环节是:心灵激发,潜入文本;心灵远游,深入感悟;心灵释放,自由表达。     

Evaluating the effects of analogy enriched text on the learning of science: The importance of learning indexes

Research has shown that differences in the prior knowledge of the participants and in the learning indexes adopted can explain why some studies show positive learning effects of analogy enriched text while others do not. In the present studies, these two factors were combined into one through the construction of a learning index that measured incremental positive changes in the participants' prior knowledge after reading an analogy enriched or no analogy text. A second learning index was also used to evaluate whether the participants created well-formed conceptual models after reading the science text. These learning indexes were used in two studies in which the effects of analogy enriched versus no analogy text were compared on the learning of the scientific explanations of the day/night cycle and of the seasons. The participants were 3rd and 5th graders in the first study and 6th graders and college students in the other. Although only few of the participants learned the correct scientific explanation, those who read the analogy enriched text produced more incremental positive changes in their pretest explanations at posttest and delayed test and created more well-formed conceptual models close to the scientific one than those who read the no analogy text. They also recalled more information and created fewer invalid inferences in their recalls. The results indicate that analogies can be used without reservation to facilitate the learning of science and have broader implications about how to evaluate the learning of science in general.     

Exploring the effect of background knowledge and text cohesion on learning from texts in computer science

In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction–integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion. Afterwards, they answered open-ended and multiple-choice versions of text-based, bridging-inference and elaborative-inference questions. The results showed that students with high background knowledge, reading the low-cohesion text, performed better in bridging-inference and in elaborative-inference questions, than those who read the high-cohesion text. Students with low background knowledge, reading the high-cohesion text, performed better in all types of questions than students reading the low-cohesion text only in elaborative-inference questions. The performance with open-ended and multiple-choice questions was similar, indicating that this type of question is more difficult to answer, regardless of the question format.