The Research of Cooperative Learning Effects on College Students＇ Learning Anxiety

Since Krashen put forward the Affective Filter Hypothesis, more and more concern has been paid to the anxiety problem in Second and foreign language teaching and learning. Meanwhile, CL （cooperative learning） has gained much attention in recent years, both at home and abroad. Most researches （Oxford ＆ Ehrman, 1993; Kagan, 1994; Slavin, 1995） on CL indicated that CL is a classroom procedure which can lower anxiety and improve learning outcomes. Although the researches abroad have suggested that CL has a positive impact on reducing foreign language learning anxiety, few empirical researches on CL have been conducted in China. Moreover, according to the author＇s observation, anxiety is most obvious in oral English activities. Therefore, this thesis attempts to investigate some Chinese non-English freshmen＇s foreign language learning anxiety. Two classes are involved in the study： one as the experimental class instructed with CL method, the other as the control class taught with the traditional teaching method. By using a classical instrument, the FLCAS （foreign language classroom anxiety scale）, this study examined the subjects＇ foreign language learning anxiety. According to the analysis and comparison of the first and second FLCAS, the author finds CL has a significant effect on reducing students＇ foreign language learning anxiety.     

The Development and Research of Resource of Schoolfellows on College Students＇ Employment

高校校友能为高校提供教育教学、信息、智力、物质、公共关系等多种资源,确立可持续性开发的战略,充分挖掘校友资源,创设顺畅的信息沟通平台,并将校友资源融入就业教育当中,推动实训基地建设,举办校友企业专场双选会,对提升高校学生就业竞争力、促进就业工作起着重要的作用。     

近十年学生学习困难影响因素研究成果综述

自美国学者柯克提出学习困难的定义以来,学习困难的研究一直受到学者们的广泛关注,国内外研究者从不同角度对学习困难进行研究,发现导致学习困难的因素是多方面的,包括生物学因素、心理认知因素、环境因素等。该文综合国内外近十年的相关研究成果,对学习困难的影响因素进行简要阐述,旨在为防治学习困难措施的制订提供依据。     

The study of teachers＇ task values and self-efficacy on their commitment and effectiveness for technology-instruction integration

The city of Taipei has been considered as a leading role of information technology education in Taiwan. However, many questions have been waited to be answered. The purpose of this study was to investigate the current situations and problems of primary school teachers＇ technology-instruction integration. By implementing the approach of cognitive motivators and the human performance technology （HPT） theory, this study also investigated the relationships among teachers＇ cognitive motivators （self-efficacy and task values） and their commitment and effort on technology-instruction integration. The researchers delivered 2,952 questionnaires via Internet, e-mail and airmail in January 2008. Finally, 1,549 questionnaires replied back and turned out to be ok. The findings were described as below. The situation of＂high-tech schools, low-access technology＂ also happened in Taipei primary schools. The time teachers devote to use technology into instruction is about 1-3 hour（s） per week and the level of technology implementation to use was low. Besides, teachers＇ self-efficacy and task values have impact on their commitment and effort on technology-instruction integration. Teachers＇ age and the length of teaching presented opposite correlations with their commitment and effort on technology-instruction integration. Teachers have huge difficulty on comprehending and designing computer-animation related multimedia materials to help students clear their abstract learning concept to concrete. In the future, they hope to take more workshops related with multimedia design principles, how to integrate technology with learning areas, and other multimedia related theories.