英语与格动词习得调查研究

与格结构和双宾结构是英语中常见的两种句型,两者之间的转换受广域规则、狭域规则和语音词素规则限制。英语与格动词习得调查研究结果发现外语学习者的母语及其熟练程度对目标语语法结构的习得有一定的影响,本族语者和非本族语者在使用相同的给定动词产出DOD结构时,并没有显著的频度差异,外语学习中,语言普遍性的作用远比母语习得中要复杂得多。     

论与格动词和直接宾语加间接宾语

与格动词属于结果动词和转移动词.与格动词+间接宾语+直接宾语这一形式转变成与格动词+直接宾语+介词+间接宾语的形式时,如果与格动词是隐含向外方向的转移动词,介词用to;如果与格动词不隐含方向或隐含向内的方向的转移动词,用介词for;如果与格动词是结果动词,介词用for.间接宾语加直接宾语与双宾语有区别,文章提供以英语为母语的外籍教师使用与格动词和直接宾语加间接宾语的调查报告.报告显示以英语为母语的人士习惯使用与格动词+直接宾语+介词+间接宾语的形式.     

对日语授受动词敬谦程度的探析

本文从在实际使用当中可能会出现的各种人称之间的敬谦程度的使用情况入手,运用职场中生动典型的事例分别分析了第一人称和第二人称,第一人称和第三人称,第二人称和第三人称,以及第三人称和第三人称这四种授受关系之间敬谦程度使用的情形,最后发现并总结出授受动词在敬谦程度上的规律.本文对正确理解和恰如其分地运用授受动词的敬谦程度很有帮助,使人们对授受动词的敬谦程度的把握有一个宏观和和清晰的认识.     

论与格动词和直接宾语加间接宾语

与格动词属于结果动词和转移动词。与格动词+间接宾语+直接宾语这一形式转变成与格动词+直接宾语+介词+间接宾语的形式时,如果与格动词是隐含向外方向的转移动词,介词用to;如果与格动词不隐含方向或隐含向内的方向的转移动词,用介词for;如果与格动词是结果动词,介词用for。间接宾语加直接宾语与双宾语有区别,文章提供以英语为母语的外籍教师使用与格动词和直接宾语加间接宾语的调查报告。报告显示以英语为母语的人士习惯使用与格动词+直接宾语+介词+间接宾语的形式。     

The Yeshiva University Case

The students of today are said to be different from those of ten years or so ago. It is a claim largely based on casual observation and the repetition of themes in popular discussion. Certainly there is some evidence of change, but it is the burden of this paper to question its extent and to seek to give some systematic conceptualisation if not explanation of the nature of changes which can be documented.     

The Case of England

For a number of years experts who knew both England and the United States tended to claim that the teachers' organizations of England, notably the National Union of Teachers (NUT), were more effective in influencing educational policy than were American national teachers' organizations such as the National Education Association (NEA) and the American Federation of Teachers (AFT). The increasingly militant posture assumed by the National Education Association beginning in the 1960s has altered the comparison somewhat but has not changed the basic point that the NUT is able to exert greater influence on educational policy.     

一类一阶线性常微分方程组的解法及其与中学数学代数方程的联系

给出方程组x′=P(t)x Q(t)y A(t)y′=Q(t)x P(t)y B(t)的一种初等解法,并将这种思想方法引入中学数学,给出一类方程组的解法.     

请求权基础的案例分析方法

在民法中请求权基础是处理事务的核心工作。本文通过对具体案例的分析，来论述请求权基础的方法在解决具体民事案例中的运用。     

The Paradox of Case Study

One of the advantages cited for case study research is its uniqueness, its capacity for understanding complexity in particular contexts. A corresponding disadvantage often cited is the difficulty of generalising from the single case. Such an observation assumes a polarity and stems from a particular view of research. Looked at differently, from within a holistic perspective and direct perception, there is no disjunction. What we have is a paradox, which if acknowledged and explored in depth, yields both unique and universal understanding. This paper revisits this problem in case study research. It argues that, with the pressure for quantification and the growth of multi‐site case study design in policy research, the original vision and utility of case study for understanding complex educational phenomena has been clouded and thereby an opportunity diminished for new ways of knowing     

硕士研究生案例教学探索

经过对研究生案例教学的探索与实践,发现研究生案例教学对构建研究生生成性教学模式的意义在于:它是实现新的建构的生成性学习、实现更有针对性和有效性的生成性学习、实现教学与科研共生共荣的生成性学习的重要路径。具体应用过程中值得注意的问题的是案例的筛选和设计,所选案例要具有有效性、科学性、真实性、开放性和包容性。     

The Case for Natural History

Fundamental knowledge of natural history is lacking in many western societies, as demonstrated by its absence in school science curricula. And yet, to meet local and global challenges such as environmental degradation, biodiversity loss and climate change, we need to better understand the living and non-living parts of the natural world. Many have argued passionately for an increased understanding of natural history; others have developed successful pedagogical programmes for applying knowledge of natural history in environmental initiatives. In joining wider calls, we choose here to focus on the educational value afforded by understanding the epistemological bases of natural history and its particular forms of reasoning. We also briefly discuss the ways in which an education in natural history provides the foundation for environmental and social justice efforts that directly affect the lives of young people and their communities. We end by highlighting the ease by which natural history may be incorporated in learning opportunities both in and outside of the classroom.     

The Case Study of Frank

As a unifying feature of this Special Issue, we have asked proponents of each framework to analyse an empirical classroom account of one student's process of solving a mathematical problem. Here, for the case study of ‘Frank’, we give the main data that were available to all authors.     

The Case for Restorative Justice

Abstract

This paper discusses the significance of restorative justice practices and orientations for social work education. It describes the four basic forms of restorative justice-victim-offender conferencing, community reparative boards, family group conferencing, and healing circles, with special relevance to social work. Learning about principles and practice of restorative justice is important, if social work is to provide leadership in policy innovation and program development. Following the overview, this paper provides suggestions for integrating restorative content on this timely topic throughout the social work curriculum.