为生命喝彩为人生奠基--关注生命情感教育

在中国现行教育结构中由于生命教育的缺失,社会家庭等原因造成学生不能正确认识生命、欣赏生命、珍重生命、珍惜生命,从而导致了他们对自己生命的轻视和对他人生命的漠视与残忍。对学生进行生命情感教育已经到了刻不容缓的地步。     

Faculty perceptions of common challenges encountered by novice doctoral writers

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication.     

高中英语教师写作教学信念与实践的个案研究

本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。     

"作文批语"有文章

一篇好的作文批语,不仅能有效地指导学生写好作文,而且能促进与学生的感情交流,增进师生之间的理解和友谊.教师写批语时,首先应该认真确定作文批语的内容,避免盲目性和随意性;然后根据学生的年龄特点和心理素质,慎重地评价.要注意保护学生的自尊心,保护他们写作文的积极性.     

谈谈英语教育专业本科毕业论文的写作

毕业论文是高等教育本科系列学生毕业时所撰写的带有总结性的学术论文。本科毕业生应该能够写出一篇反映其学术水平的论文。本文着重分析了英语教育专业毕业论文的写作特点以及写作过程两个方面 ,能够对英语教育专业毕业生的论文写作起到指导性的作用     

高校大学生犯罪成因及对策分析

当今,随着大学生犯罪现象增多.犯罪手段残忍,具有较强的社会危害性.已成为社会所关注的焦点,大学生犯罪是由主客观方面的原因造成的,主要是个人、学校、家庭等因素共同作用的结果.对此,应采取思想道德教育,心理健康教育和法制教育等措施.     

Addressing challenging behaviours in the general education setting: conducting a teacher-based Functional Behavioural Assessment (FBA)

When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the challenging behaviour with desired and positive behaviours. The Functional Behavioural Assessment (FBA) is a systematic data collection process used to ascertain information about a student demonstrating a challenging behaviour(s). Typically reserved for students receiving special education services, the FBA can assist students in the general education curriculum as well. More importantly, the FBA process can be of great use in helping the classroom teacher better understand the challenging behaviour, the triggers for the behaviour and the reinforcing consequences of the behaviour. This paper will review the fundamentals of the FBA process, advantages of the process, and practical steps the classroom teacher can use to conduct an FBA.     

Curriculum theory and the question of knowledge: a response to the six papers

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory.     

设计小学语文有效作业的路径探析

目前,小学语文的作业设计存在着单一、量多、机械重复等问题,既不利于学生身心的发展,又大大地伤害了学生的学习热情。为此,探究学生喜爱且高效的作业设计形式就显得十分重要和迫切。"吸引+高效"的小学语文作业设计,从改变形式开始:错例收集练习型作业,一击即中;调查操作型作业,百花齐放;"聊—写"热门话题型作业,欢天喜地;"自选超市"型作业,选择自由;读书分享型作业,演说积累;小练笔写话型作业,可长可短;奇思妙想型作业,综合提高。量少、高效的作业设计,能让学生的负担轻一点,压力小一点,抗拒减一点,睡眠多一点,身体好一点,成绩提一点,快乐加一点。     

Prospective teacher beliefs about liberative and oppressive mathematics teaching practices: a first step toward equitable instruction

This article reports findings from a study conducted within a teacher education program to help highlight the importance of equitable instruction of mathematics for all students. The researcher developed four scenarios of her oppressive and liberative teaching practices. Prospective teachers were then asked to write scenarios describing their oppressive and liberative teaching practices. Results showed that prospective teachers found it easier to write liberative teaching practices of themselves than oppressive examples. Scenario themes centered on allowing students ample time to understand mathematical concepts, having high expectations for all students, and addressing individual student’s needs. Developing prospective teachers who are aware of equity in teaching requires ample time to discuss authentic issues in diversity. Teacher educators need to be aware of their own oppressive and liberative teaching practices in doing such work.     

从英语专业论文写作看批判性思维的培养

批判性思维作为创新能力的核心部分,长期以来在教学中被忽视。批判性思维的缺乏又集中体现在英语专业学生在论文(包括毕业论文)写作中存在大量的问题和困难。根据国外的相关研究以及本文作者的教学实践,文章认为可以利用论文(包括毕业论文)写作指导的教学过程对学生进行批判性思维能力的培养。只要采用恰当的教学方法和模式,将有利于学生批判性思维的形成,提高论文(包括毕业论文)写作能力和毕业论文质量。     

‘Tough love and tears’: learning doctoral writing in the sciences

Contemporary changes to the doctorate mean student researchers are likely to be expected to write differently, write more and more often, and yet, despite a growing interest in doctoral education, we still know relatively little about the teaching and learning practices of students and supervisors vis-a-vis doctoral writing. This paper draws from a research study into the writing experiences of higher degree students and their supervisors in one science, health and technology-based university Faculty. The study used surveys, interviews and focus groups to collect information from students and supervisors about their experiences of doctoral writing and their perceptions about its development. By attending to the writing-related pedagogical practices of supervisors, this article explores how doctoral writing can be the stage for the playing out of tensions over changing roles and identities aggravated by contemporary pressures on doctoral education.     

Student voice as a methodological issue in academic literacies research

Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies research project to reflect on methodology and to emphasise the importance of a prolonged engagement with participants’ writing practices and experiences as well as the collection and analysis of a range of types of data to allow the researcher to become more familiar with the context. Methods such as allowing students to interpret their own writing, classroom observation and students’ written literacy histories gave the researcher real insights into the way students made connections to their own familiar contexts in order to learn. The research also highlighted the manner in which communication between students and teaching staff can break down because teachers misinterpret student utterances when they do not understand or know the contexts that the students are drawing on. At the same time, however, the researcher sounds some caution about the use of dialogue in ethnographic methodologies because communication is a two-way process and allocation of linguistic resources has been unequal. Therefore, where students’ resources do not match the context, they may struggle to communicate with the interviewer and to interpret their written texts. In these cases, interviewees who are first language speakers from privileged schooling backgrounds may be able to contextualise and interpret their writing more fully than interviewees who are speakers of English as a second or foreign language and who come from poorer rural schools.     

写作何以成为哈佛大学唯一一门必修课程——南希·萨默斯与赫明珠、于海琴的对话

写作是一种用文字和隐喻标记世界的方式,是一个引领学生批判地、深度地阅读和有效地、清晰地书写的过程,是一个让学生发现自己真正关心所在和写出自己所思所想的路径。写作课在美国高校通常是必修课,旨在培养学生的书面沟通能力和批判性思维。哈佛大学说理文写作课程创建于1872年,如今是本科生的唯一一门必修课。对话从南希·萨默斯完成的著作以及她对中国的关注开始,依次展开缘何倾情于写作教育、为何关注修订和反馈研究领域、如何创立哈佛本科生写作工程、因何设立研究生写作工作坊等话题。在对话过程中,萨默斯将所获成功归结为喜爱阅读、喜欢写作,指出学习写作是本科生学习科目的一种方式,认为写作是帮助学生确定人生方向的力量,强调写作是本科教育的核心、修订是写作的核心。另外,萨默斯还对学生写作者的修订策略、对学生写作者的反馈、工作坊中的写作伙伴、一万个小时定律、说与写的关系、写作时内心的恐惧、避免抄袭或剽窃等话题进行了阐述。     

Linguistic Features of Middle School Environmental Education Texts

The language used in environmental education texts has linguistic features that affect students' comprehension of concepts and their ability to envision solutions to environmental education problems. This paper shows what 143 middle school students focused on and what they failed to focus on when reading texts about biodiversity issues and identifies linguistic features of the texts that can account for this. Since much evaluation of students' knowledge of academic subjects, including environmental education, is done through reading and writing assignments, it is important to examine how environmental education texts present issues to students and what students write after reading environmental education texts. We suggest that features of texts such as abstract nouns and lack of explicit agents impede students' full comprehension of complex issues and obscure the causes and solutions to environmental problems. We present guidelines for teachers and materials writers to make abstract concepts more accessible to middle school students.     

强化观察能力提高作文水平

中学生畏惧作文 ,这是因为生活阅历浅 ,写作素材贫乏所致。要改变这种现状 ,必须在作文教学中着力培养并强化学生的观察能力     

师生交流中教师挫折性语言对学生的影响

教师挫折性语言的形成和影响呈复杂性,一定程度上存在不可逆性,其影响深远。挫折性语言从心理学角度上说,是一种精神虐待,不是通过暴力行为解决问题,而是通过非暴力手段,对他人进行精神上、心理上的伤害和侵犯。师生交流中使用挫折性语言会严重影响教师自身的教学效能和学生的正常学习,给师生精神与心理带来后期伤害,应采取切实有效的措施减少或避免教师使用挫折性语言,促进师生健康和谐发展。     

利用高中阅读文章提高学生英语写作能力

教师认为写作教学很难实施,学生认为写作题无从下笔。本文认为,高中英语教学过程中,应该从高一起就渗透、潜移默化地培养学生的英语写作能力。通过阅读教学让学生熟悉课文的各种文体来提高学生的书面表达能力。     

伪满时期日伪对中小学教师的外在控制

伪满洲国时期,日伪为了有效地实现奴化中小学生的目的,对于担当中小学校教育教学工作的教师不仅通过多种教育形式试图改变其价值理念和民族意识,而且通过检定考试、教育督导和行政制裁、监视、逮捕甚至屠杀等手段进行严密而残酷的外在控制,在当时的教育界造成了恐怖而严重的后果,充分显露出典型的殖民主义教育的本质特征。