成教英语词根词缀课教学效果初探

词根词缀是构成英语词汇的重要组成部分,具有普遍规律性。采用词根词缀法进行词汇教学,可激发学生的学习兴趣,提高单词记忆的效率,从而提高学生的词汇量。然而,也有人认为该教学方法仍存在巨大缺陷。本文实验者采用词根词缀教学法进行调研,并通过问卷调查、后测等方式采集数据,对该教学法在成人高等教育中的可行性进行分析。结果发现,词根词缀法确能提高学生的学习兴趣与效率,但仍有部分学生记不住所学词汇的含义。     

英语中拉丁及希腊词源名词复数的表现形式

本文概述了拉丁及希腊词语对英语影响的历史,论述和总结了英语中拉丁及希腊词源名词复数的表现形式.     

Familiarity with Latin and Greek anatomical terms and course performance in undergraduates

Commonly used technical anatomy and physiology (A&P) terms are predominantly rooted in Latin and Greek vocabulary, so it is commonly inferred that a solid grounding in Latin and Greek roots of medical terminology will improve student learning in anatomy and related disciplines. This study examines the association of etymological knowledge of A&P terms and A&P course performance among 446 undergraduates in their first semester of the study of human gross anatomy and physiology, with a more detailed analysis of the characteristics of 52 students who filled out surveys about their prior knowledge and experiences related to medicine or anatomy. In both data sets, there was only a weak positive correlation between the performance on a quiz of Latin and Greek medical terms and the students' performance on regular assignments. The presumption that familiarity with Latin and Greek word roots has a strong influence on successful learning of anatomy is not supported by these data. Future research should address whether or not there are particular skills associated with using etymological knowledge in improving A&P course performance.     

Parental engagement strategies in Greek and Nigerian preschool settings: cross-country comparison

Acknowledging the fact that parental engagement is more beneficial during early childhood compared to other developmental stages many countries have institutionalised parental engagement. In Nigeria, the government has taken initiatives in order to involve parents in their child's development by encouraging the establishment of School Management Boards in the public schools and Parents Teachers Association in the private schools. On the contrary, in Greece home and preschool settings have separate roles and parent/teacher relationships have a long way to go towards becoming partnerships. In order to examine how Greek and Nigerian parents engage in their preschool children's education, 30 Greek and 30 Nigerian early childhood educators filled in the School, Family, and Community Partnerships Survey. Results suggest that parental engagement activities in both countries are not yet part of the schools' programme and they need improvement. Results have implications for the status of ECEC in both countries and the state's intensions to open pathways for collaboration in order to foster an inspiring vision for childhood.     

Morphological awareness and reading in second and fifth grade: evidence from Hebrew

Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and fifth-grade Hebrew speakers at an elementary school in Israel. Students were given morphological awareness tests and tests for word recognition and reading comprehension. Three types of morphological awareness were analyzed: inflection, derivation and construct formation. Overall, students with low morphological awareness in derivation and construct formation showed relatively poor achievement in word recognition and comprehension. All three types were found to correlate with reading comprehension in readers with high morphological awareness. These readers also exhibited good reading skills. The results are discussed with regard to the special characteristics of Hebrew morphology and reading process, which aid morphological decomposition.     

高三年级数学优等生学习需求调查及教学对策研究

培养中学数学优等生的研究往往偏重于思想教育层面,涉及具体学科教学对策时往往显得笼统、宽泛.从数学优等生在高三复习备考时的学习需求的调查、分析入手,从中找到了以下有效的教育教学对策：从学生心理需求出发,组建数学培优班进行集中活动;在集中活动时,以建构主义学习理论为指导,主要采用成果展示和设疑探究两种教学模式;在集中活动时,老师们分包学生,并对所包学生有针对性地进行心理疏导,减少非智力因素对学生学习的影响.     

高中物理学习策略及其教学对策浅探

探讨高中物理学习策略的主要类型以及高中物理教师在促使学生学习、掌握进而内化有关学科化学习策略过程中的教学对策。     

Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11

In this quasi-experimental study various strategies are developed and empirically tested for an approach to physics instruction that should improve girls' and boys' attitudes toward and achievements in physics. Strategies include opportunities to integrate different pre-existing knowledge and the variation of teaching methods to enhance co-operation and communication in the classroom. The core of this study is an intervention in 31 classes of public schools in Switzerland. The intervention, one unit in optics and one in motion (velocity/acceleration), includes the first 40 lessons of the first physics course that all students have to attend at the upper secondary level. Data sources are various student and teacher questionnaires, tests and semi-structured interviews with teachers. Results of the entrance and final survey are presented. The focus will be on some of the applied strategies. Implications for the teaching and learning of physics and for teacher education are discussed.     

古希腊神话：诗学与神学的二元对立

神话作为人类童年时期的学样式。因其创作主体在无意识的心理状态下不自觉的陈述而更具符合特征，显示着人类化现象和精神活动的初始形态。古希腊神知以诗意的栖居阐释着对宇宙本源与形态的哲学感悟和审美认知，在古希腊神话的宗教内涵中显示着古希腊人的终极关切。     

Motivational beliefs as mediators in the association between perceived scholastic competence,self-esteem and learning strategies among Greek secondary school students

The present study investigated the links between self-motivational beliefs, perceived scholastic competence, self-esteem and learning strategies among 134 Greek junior high school students in the subject of Greek language, through self-report. A model was tested with motivational constructs as mediators between perceived scholastic competence and self-esteem on the one side and participants’ learning strategies in language on the other. Mediation analyses results showed that perceived scholastic competence predicted all learning strategies both directly and indirectly through intrinsic goal orientation and task value. Self-esteem was not found to predict learning strategies directly, but only indirectly through intrinsic goal motivation. The findings are discussed in terms of their educational implications.     

新闻结构与翻译策略

不同的文体有不同的翻译策略,同时与文体的结构也有莫大关系。新闻是一种特殊的文体,其独特的文体结构会对翻译造成怎样的影响,笔者将探究两者之间的关系。     

Latin American Theology and Religious Pluralism: A Latin American Voice

This article summarizes recent efforts by Latin-American theologians concerned with developing a pluralist theology of liberation. The author highlights some of the most significant issues and themes of this emerging theological reflection among liberation theologians. Finally, he identifies some of the challenges a pluralist theology of liberation raises for our task as religious educators in North America.     

Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners

The purpose of this study was to investigate relationships between grade level, perceptual learning style preferences, and language learning strategies among Taiwanese English as a Foreign Language (EFL) students in grades 7 through 9. Three hundred and ninety junior high school students participated in this study. The instruments for data collection were the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships were found to exist between grade level and kinesthetic learning style preference (p = .001), tactile learning style preference (p = .047), and individual learning style preference (p = .02). Results also showed that statistically significant relationships were found to exist between grade level and the use of memory strategies (p = .005), cognitive strategies (p = .02), metacognitive strategies (p = .000), affective strategies (p = .000) and social strategies (p = .000). Implications are that it is critical for classroom teachers to be more aware of the differences in their students and ensure that their courses present information that appeal to students in different grade levels.     

Promise and feasibility of teaching expository text structure: a primary grade pilot study

Research to guide text structure interventions for the primary grades is very limited, yet as early as in kindergarten, many state standards increasingly emphasize exposure to challenging expository texts. The purpose of the present study was to provide preliminary evidence of the feasibility and promise (or the effects) of three brief text structure interventions for kindergarten, first, and second graders who had average to low-average comprehension and relatively weak vocabulary skills. A total of 172 students participated (with 52, 62, and 58 in kindergarten, first and second grades, respectively). Students were randomly assigned within classrooms to one of three conditions: sequencing, compare and contrast, or cause and effect. Interventionists provided the interventions for four weeks to small groups of students. The findings demonstrated significant growth for all conditions on the taught text structure items of a researcher-made measure; significant growth was also reported on standardized measures of comprehension and oral language measures in the compare and contrast and cause and effect conditions, but not for sequencing.     

Teaching ancient Greek history in Greek compulsory education: textual and ideological continuities and discontinuities

The reality of Greek education presents a dissension in relation to the global trends regarding the existence and use of a single textbook per school subject. This reality also influences the orientation of education research. Thus, the international trend to study how textbooks affect the uptake of knowledge by the student, which is followed by Greek researchers as well, starts from a different basis, given the free choice between numerous school textbooks. However, what even Greek teachers ignore nowadays is that the one-textbook policy has not been unique in the Greek education reality; since 1969/70 the politics of multiple textbooks was dominant, at least in primary school. This paper attempts to present the particular Greek education policy related to the publication of school history textbooks, and secondly embarks on diachronic, historical research of school history textbooks that have been used in primary and secondary education from 1952 to 2010 and their inherent ideological discourse, both its continuities and discontinuities which form the cornerstones of the modern Greek identity.