隐喻何以成为科学的工具

对科学隐喻的认识,是一个从排斥到接受逐步转变的过程.时至今日,许多科学哲学家已经承认了科学隐喻的认识论和方法论意义.在科学认知中,科学隐喻发挥着命名、解释和理论建构三大功能,具有共识性、统一性、完整性和参与性的特征.     

对比、衬托作为隐喻艺术思维

对比属于思维范畴的行为。对比的内在含义是隐喻。艺术中采用时比的目的是以形象的方式给人们揭示某种道理或者褒贬,避免直接揭示所带来的缺憾。从思维方式来看,衬托属于比较思维范畴,它具有隐喻思维的特征。     

论隐喻理论对二语习得方法的启发

作为认知工具,隐喻的运作机制主要通过理解另外一物来认识某一事物.这个跨域映射认知过程也可以理解为以旧的、已经拥有的知识去了解体会新的知识.作为二语习得的教学过程,中国的外语学习者总是以本身所积累的旧知识,去理解和体会新的知识.因此,从这个角度来讲,二语习得的过程,本身就是一个跨越不同领域的认知过程.该文以此为切入点,探讨隐喻可以作为外语教学手段,通过指导学生运用意象图式理论来理解第二语言的语言现象,以促使学习效果的提高.     

专业化的课堂教学评价工具RTOP评介

诞生于上个世纪末,以基于标准和探究取向为核心的经过严格开发程序的课堂教学评价工具RTOP,已经在美国有了大面积的评价实践,取得了很好的成效。十多年来,它在美国的中小学科学与数学教育改革进程中发挥了不可替代的作用。RTOP具有权威、可靠、易于操作的特点,既可用于大规模的教育科研、教育督导,也可以用于师范生的教学实训以及一线教师的在岗培训。     

语法隐喻在英语语篇中的评价功能

在评价理论基础上对语法隐喻在英语语篇中的评价功能进行了研究,尤其是对语法隐喻的两种主要表现形式——名词化和动词化在不同语篇类型中的评价是否有不同的表现进行了研究.     

Cognitive Load Theory as a Tool for Expertise Development

This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach.     

Performance Assessment as a Diagnostic Tool for Science Teachers

Research in Science Education - Information on students’ development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate...     

Using Films as a Learning Tool

<正>Most people would agree that watching movies is one of their favorite free-time activities. We often think of movies as fun entertainment, but have you ever considered that movies can also be used to help us     

The Computer as a Learning Tool

No abstract available for this article.     

An Argumentative Tool for Facilitating Critical Evaluation

Science & Education - The aim of the present study is to explore pre-service elementary teachers’ evaluations of the evidence and models and their positions on a socio-scientific topic,...     

The 'Mini-Viva' as a Tool to Enhance Assessment for Learning

This paper reports on an action research project which aimed to promote assessment for learning within a summative assignment. In an attempt to provide enhanced feedback to students, the process of their group assignment involved lecturer feedback at various stages. A particular focus was on a 'mini-viva', whereby students explained and justified to the lecturer selected aspects of their assignment after it was submitted but before a mark was awarded. Oral and written evaluation data were collected from students, two peer observers and from colleagues taking part in an action research team. Some implications for 'good assessment practices' are discussed.     

'Bully Dance': Animation as a Tool for Conflict Resolution

This paper presents the outcomes of a 4-hour activity day centred upon a short film entitled Bully Dance , a non-verbal animation featuring a unique soundtrack that focuses on identifying bullying behaviours and coping strategies, and understanding the role of the bystander. Participants were 34 year 6 children, aged 10/11 years old, from one primary school in a London Local Education Authority. The activity day consisted of an initial brainstorming session, with the whole class, entitled 'what is bullying?' followed by a viewing of the film. In groups of five or six, subsequent structured activities (brainstorming, poster making, letter writing, role-play, worksheets) were facilitated with the aim of stimulating discussion. Using the Children's Attitudes to Bullying scale, data were collected both before and after the activity day. Overall, the results suggested that children mostly expressed anti-bullying attitudes about bullying in schools; however, a minority reported pro-bullying attitudes. Anti-bullying attitudes did not significantly increase and, in the case of males, anti-bullying attitudes actually decreased. Females expressed higher anti-bullying attitudes than males, both before and after the activity day. The authors suggest that participating in the activity day may have had an impact upon knowledge and understanding of bullying, rather than attitudes as such. Furthermore, the results indicate that further consideration of the design and delivery of structured activities is required so that boys can be reached as effectively as girls can.