20世纪以前中西方翻译理论对比

像西方那样,中国翻译理论源远流长,并且自成体系。为了支持中国翻译学之建立、发展,两种态度必须避免:不要妄自菲薄,以致于出现"言翻译理论,必称西方"局面;也不要厚今薄古,忽视对中国古代翻译理论研究。     

Approaches to measuring use of research evidence in K-12 settings: A systematic review

An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity.     

What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability

Influenced by work on teacher beliefs, personal epistemology, teachers’ knowledge, implicit theories, and motivation, we conducted a two-part investigation exploring preservice and practicing teachers’ beliefs about teaching knowledge and teaching ability. Study I qualitatively examined 53 preservice and 57 practicing teachers’ beliefs about teaching, in order to: (1) ensure that the voices of teachers were made prevalent in the development of a framework aimed at understanding their beliefs and (2) facilitate the development of a quantitative measure to assess these beliefs. Results indicated that participants valued several aspects of teaching knowledge and held complex beliefs related to the implicit theories of teaching ability. Study I concludes with a framework for developing an instrument to assess teachers’ beliefs. Study II describes two instruments developed to assess the beliefs identified in Study 1. Using responses from 351 preservice teachers, exploratory factor analysis procedures identified factors reflective of emergent themes from Study I.     

面向学习社会教育理论的嬗变

教育理论受学习社会的理念和实践的影响已经发生了嬗变，具体表现在理论取向、研究重点和任务等方面。教育理论以关注人的生命价值，把人在学习过程中自主、自觉和自为的价值贯穿在教育原理之中；研究人的终身学习过程，围绕人与社会和谐的可持续发展来建立教育理论；强调教育理论要直接面向教育实践，加强与动态发展的教育实践的联系，进行事实研究为教育理论提供有力支撑。解读学习社会的内涵发展，审视学习社会对教育理论的各种新挑战，把握嬗变的动态，教育理论才能指导学习社会建设和教育实践。     

论学习的研究范式与视界

影响人的学习的最重要因素是什么?不同的教学理论对此给出了大相径庭的答案,这是因为它们各自对学习本身持有不同的视界,有的看重预期的学习结果,有的聚焦影响学习过程的各种方法,还有一些则抓住了学习发生的条件.有八种对教育传播与技术领域的理论发展一直产生影响,并且仍在产生强烈影响的最流行研究范式,它们分别是完形心理学、行为主义和新行为主义、发展心理学、文化—历史学派、信息加工理论、认知符号理论、认知资源理论和社会建构主义.一般来说,研究总是在某个特定的范式框架内进行的,但是研究者应该认识到,范式本身会对研究方法和结果产生很深的影响.更重要的是,研究者应该对各种不同的理论与范式持开放的心态,因为新的发现总是出现在不同范式之间的交叠磨合处.     

批判的质性研究方法论与行动取向

批判的质性研究方法论作为当代西方质性研究方法论中的一支,结合了一般质性研究方法论与批判理论的特点,既关注社会中作为行动者的个人及其解放,同时又为以此为对象的研究者提供一套可操作的研究方法理论。批判的质性研究方法理论认为,人在受到压抑或被异化后,总有寻求突破与解放的要求,而现实的行动条件却制约着这种要求,但这并不意味着行动者完全没有获得解放的可能。除了对个人难以控制的行动条件进行大规模的社会变革外,每一位行动者还可以通过反思自身的行动取向,突破经由文化施加的限制获得一定意义上的解放。文化结构与行动意义正是该研究方法论为研究行动取向而建构的两个重要概念。     

Student faculty evaluation (SFE) at Jordanian universities: a student perspective

This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students’ perceptions of the SFE process in terms of: (a) their paper-based vs. online-format preferences; (b) their beliefs about the process; (c) the standards they adopt in the evaluation; (d) the fruitfulness of SFE outcomes; and (e) their opinions about the evaluation instruments currently used at their institutions. It also explores whether students’ beliefs vary according to their gender, GPA and college (Educational Sciences vs. Sciences). The results reveal that most students prefer online evaluation, adopt academic rather than interpersonal criteria in their evaluation, have a low level of satisfaction with the impact of previous evaluations on faculty teaching behaviours and the evaluation instruments used at their institution. Additionally, the findings suggest that gender has a less influential role in shaping students’ beliefs about the SFE process compared to their college or GPA. The findings of this study and their implications are very useful pointers for faculty and higher education administrators, faculty members and students towards further improvement at higher education institutions.     

问题及其确立:高等教育研究活动的逻辑起点

问题是整个高等教育研究活动的逻辑起点,也是高等教育研究的灵魂,能够发现并提出有价值的研究问题是高等教育研究者的必备素质。问题的特点有三,第一,问题是在已经存在的理论和现实事物基础上产生的;第二,问题与主体(人)密切相关;第三,问题是不断发展的。高等教育的研究问题主要来源于高等教育实践和现有高等教育理论之间的矛盾,来源于高等教育理论内部以及高等教育和其他学科理论之间所产生的矛盾和问题。高等教育研究者在选择并确定研究问题时,要注意处理好真问题与假问题、热点问题与冷门问题、有重大价值的问题与自己能胜任的问题、他人的问题与自己的问题这四对关系,从而保证选好研究问题,使研究活动有一个好的开端。     

课程理论之分析

课程理论与课程实践的关系不是简单的"我是你非"、"我主你从"、"有用无用"的关系。由于研究者价值取向的差异,其所关注问题的不同和研究中所运用方法的不同,形成了抽象层次不同的课程理论,它们从多个方面丰富了教育思想的宝库,影响着人们的思想观念。但就其应用而言,则不可一概而论,不同形式的课程理论蕴含着不同的实践观,对课程实践发挥着不同的作用。     

Academic optimism of individual teachers: Confirming a new construct

Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and research on learned optimism. At the school level, collective academic optimism has been related to academic performance (Hoy, Tarter, & Woolfolk Hoy, 2006b). The analyses tested and supported the validity and reliability of the construct at the individual level with elementary school teachers in a confirmatory factor analysis using Structural Equation Modeling (SEM).     

The psychology of writing development—And its implications for assessment

This article reviews key developmental theories that have been adopted by writing development researchers over the last fifty years. It describes how researchers have translated these theories into definitions of writing development capable of influencing curricular design and interpretations of student writing and explores the implications for assessment extended by each theory. This piece examines both the variations in assessment practices/emphases suggested by different developmental theories as well as the shared assumptions about growth to which they lead, arguing that these commonalities should guide efforts to foreground development in the assessment of writing.     

Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger

The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.     

Dangerous mindsets: How beliefs about intelligence predict motivational change

The present study examined how beliefs about intelligence, as mediated by ability-validation goals, predicted whether students lost or maintained levels of intrinsic motivation over the course of a single academic year. 978 third- through eighth-grade students were surveyed in the fall about their theories concerning the malleability of intelligence, need to validate their academic ability through schoolwork, and intrinsic motivation. At the end of the school year, they were surveyed again about their intrinsic motivation and subsequently characterized as either decliners (those who lost intrinsic motivation over the year) or maintainers (those who maintained or gained intrinsic motivation over the year). As predicted, decliners were more likely to endorse an entity theory of intelligence than maintainers and this relationship was fully mediated by the adoption of ability-validation goals. Implications for intervention efforts and future research are discussed.     

国外二语词汇深度测量工具综述

本文对两种二语词汇深度测量工具（VKS和WAT）进行了回顾和总结,并对二语词表、二语词汇知识做了简单描述。文章指出,VKS和WAT在研究和测量二语词汇知识方面有各自的特点和不足,因此,研究者应结合研究目的,正确选择和利用这两种工具。     

马斯洛需求层次理论在中国情境下的应用

马斯洛需求层次理论是心理学人本主义流派最经典的理论之一,在中国也有很多专家学者在实践层面进行进一步研究。经过文献检索梳理发现,该理论目前在中国的研究主要集中在人力资源、教育教学、医疗护理等方面。本文主要对已有的研究进行总结,可以帮助更多对该理论有兴趣的研究者拓宽思路,也可以启发研究者针对更广泛的行业、人群进行更多有意义的研究。     

Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on

Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the biggest anomalies is that, despite claiming that these beliefs are task-specific, many quantitative researchers have both assessed them globally and portrayed them as hard to impact. In contrast, some qualitative researchers have emphasized the task-specific nature of these beliefs and their potential for transformation through self-doubt, reflection and learning. This literature review examines these and other contentious issues, focusing on studies published in international peer-reviewed journals in the last few years, looking, through the use of search terms and the surveying of abstracts followed by detailed reading, for evidence of developing understandings and changing research practices. This review highlights continuing misalignment between theory and method in much of the literature, but also identifies promising research directions. Mixed methods and qualitative research designs seem to have the potential to produce insightful findings that can make the study of TSE beliefs of greater use to teacher educators than has previously been the case.     

Examining Hong Kong students’ motivational beliefs,strategy use and their relations with two relational factors in classrooms

This study examines Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms – student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students’ intrinsic value, self‐efficacy, and strategy use, reflecting some culture‐specific features of students’ self‐regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students’ motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward.     

Explicating Students' Personal Professional Theories in Vocational Education through Multi-method Triangulation

Students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. Students' personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal professional theories can be measured. This study focused on measuring the content and nature of students' personal professional theories using a multi-method triangulation approach, in which 16 students in the domain of Social Work constructed a concept map, an interview and a self-report. The results show that the relatively structured methods (i.e., interviews and concept maps) reveal more insight into students' personal professional theories than less structured methods (i.e., self-reports). It is concluded that both structure as well as adequate prompts are important in the process of explicating personal professional theories.     

我国教育科学研究发展现状的分析

《教育研究》、《教育理论与实践》的引文分析表明 :目前我国教育科研工作者习惯于引证定性的成熟理论 ,注重权威的观点和专家定论 ,对新理论、新知识、国外信息———特别是英语语种以外的信息 ,吸收能力较低 ;上海、北京、江苏等地已成为我国教育理论研究的主要基地 ;教育科学研究的热点集中在课程教材教法、教师学、普通教育学、中外教育基本理论、教育心理学、高等教育等方面 ;教育科研的期刊论文在发表后两年被引率达到最高