英语词汇量的增长与记忆

在英语学习中 ,词汇是非常重要的。要想尽快扩大词汇量 ,我们必须了解词汇的增长方式 ,从而找出最好的记忆方法。     

翻译是提高藏语词汇量的捷径

随着社会生活的变迁，新事物不断涌现，传统藏化遇到了前所未有的挑战。有的新商品需要用新的名词和术语来表达，藏翻译只有适应这种新变化才能丰富藏语的词汇量，把藏传统化推向更新的境界。     

Uses of cognitive science to science education

The paper looks for common ground between cognitive science and science education starting from historical roots. Topics critically scrutinized are: representation of knowledge with applications of the schema and frame concept to physics education centering around the hierarchical structure of knowledge, the qualitative-quantitative distinction, the declarative-procedural distinction, and the semantic-episodic distinction; the uses of network versus production system representations, stressing the distinction between outward and inward representation which is often neglected; a short discussion of the likewise often forgotten index and reference issue.The paper has been presented to the ATEE Symposium on Implications of Cognitive Science for the Education of Science Teachers IPN (Kiel) 29.–30.08.1985.     

从认知学的角度谈英语词汇教学

从认知心理学和语言本质及其规律角度出发，阐明学生对外语词汇认知过程和词汇信息加工过程，分析传统词汇教学的利弊，考虑教学共性问题和学习个体之间的差异，提出新的词汇教学模式。     

Deepening kindergarteners' science vocabulary: A design study

Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth and the depth of their vocabularies. This 8-week intervention targeted specific science content vocabulary development through adapting teachers' practices to include use of three instructional techniques: Teachers interactively read aloud information books, engaged students in conversation, and provided hands-on science activity centers. Results demonstrated that children deepened their understanding of the targeted vocabulary words.     

Applying spaced practice in the schools to teach math vocabulary

Spaced practice, or the distribution of practice opportunities across time, is a well‐known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhapsl as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi‐experimental between‐subjects design, we taught 62 third‐ and fourth‐grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools.     

Biology content cognitive structure: From science student to science teacher

The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1–3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The results have implications for the well-known conjecture that teaching helps one better understand the content being taught.     

Curriculum-based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

This study investigates, through a cluster-randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed.     

Applying total quality management principles to faculty selection

This paper outlines a systematic methodology for effecting Total Quality Management in higher education decision making with particular attention to the faculty selection process. Following a brief analysis of the application of TQM to higher education in general and consideration of the contextual and power relations issues associated with implementation of TQM, a model for integrating Total Quality Management principles into the faculty recruitment, identification, and selection process is outlined. This model relates the role of vision, mission, planning and organizational design with quality concepts (understanding a system and systems theory, leadership, empowerment, client/constituet satisfaction, team building, and continuous process improvement). Drawing upon Marchese and Lawrence's (1987) work wherein they identified eight critical processes in the selection of faculty, one critical process—Defining the job is specifically analyzed using the continuous improvement methodology as an example of the specific application of TQM techniques to higher education decision making. The model and this example provide educational leaders/search committees with an enhanced framework within which they can effectively analyze and evaluate faculty selection processes, criteria for selection, and relevant contextual issues that will result in the identification and selection of the best qualified faculty available.     

把握原则和规律 做好实验室管理工作

总结了以服务师生为根本,进行精细化管理;以科学规范为标准,严格执行标准操作程序;以不断学习创新为动力,实现实验室管理模式的创新;以协调合作、提高执行力为保障的实验室管理工作经验,以此不断推动实验室管理工作的科学发展。     

Applying Gadamer’s concept of disposition to science and science education

In this paper, I recall previous arguments for a hermeneutic approach to science and claim that such an approach necessitates attention to the development of dispositions. I undertake an analysis of Hans-Georg Gadamer’s philosophical hermeneutics to identify and describe dispositions relevant to a hermeneutic approach to science. I then apply elements of Gadamer’s theory of education to the problem of fostering appropriate dispositions in science classrooms. In doing so, I offer a few suggestions for the cultivation and assessment of these dispositions in K-12 and college classrooms.     

大学英语词汇习得的认知研究

词汇是构成语言的基本要素之一,它决定着听力、阅读、写作等基本的语言技能,在语言的学习与使用中发挥着至关重要的作用。正因为如此,词汇的习得成了众多英语学习者在学习英语的过程中不得不面对的一大挑战。本文主要研究认知语义学对于学生词汇习得的影响,探索出英语词汇的认知发展规律,从而为大学生的英语词汇习得提供一定的指导。     

Applying scientific openmindedness to religion and science education

Mahner's and Bunge's two main theses are nearly correct as social reports but the extent to which they are wrong is philosophically very important. I draw attention to a philosophically superior way of viewing the essential relation between science and religion which can have a humane or benign influence upon how both science and religion are taught. On the one hand, science does not need to fight religion nor try to suppress it. A generous openness of mind, which distinguishes the critical rationality implicit in the advance of science, deserves to be applied without acrimony to any systems of thought that purport to explain the universe. On the other hand, religions have no need to fear the growth of scientific knowledge, provided science is not confused, as Mahner and Bunge confuse it, with its materialistic interpretation.     

Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms

The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012     

Using cognitive science to assign test weights

This article attempts to develop an objective method for assigning weights to questions on examinations. Departing from the statistical discrimination approach of classical test theory, we use a domain-dependent approach. Our method is developed using cognitive science. Previously formulated methods of task analysis are used to break up a domain into segments that are independent pieces of knowledge. A Pareto distribution is used to assign relative weights. This distribution is selected simply because it is ubiquitous in the social sciences. Word frequency rankings, business firm sizes and ranking scientists by number of publications are all distributions that are skewed, or Pareto distributions. Optimistically, we are hoping that ranking knowledge elements by importance will follow the same distribution.