不同文化背景下的非语言交际对比

在人类社会活动中,语言交际和非语言交共同完成人类的交际活动。其中非语言交际在人际交往中起着十分重要的作用。不同的社会和文化导致不同的非语言交际方式。本文从身势语、手势语以及体距和体触行为三个方面介绍非语言交际的差异,突出非语言交际的重要性,以便加强交际特别是跨文化交际的有效性。     

学习共同体下不同类型职业农民培育研究

为满足农业现代化发展、新农村建设、新型城镇化进程的人才需要,推进乡村振兴战略实施,必须加快新型职业农民培育进程,激发农民自主学习,培育不同类型的新型职业农民。在分析我国农民学习现状及其问题的基础上,提出构建不同类型的农民学习共同体,整合资源,运用网络技术创建网络学习协同平台,完善运行机制,创新农民培育形式,满足不同类型农民的学习需求,提高学习共同体效率,进而提升新型职业农民培育质量。     

当前北京市中学教研组长素质状况及其影响因素研究

本研究从专业领导者素质的角度,调查分析当前北京市中学教研/备课组组长的素质状况。调研发现,教师心目中的教研/备课组长的素质基本达到了专业领导的水平,但并不十分令人满意。表现在组长拥有优秀教师的基本素质、专业领导者的多数品质,但其专业领导力尚显不足。大多数的组长认可自己的专业领导力,但认为作为专业领导者的素质仍需要提高。究其原因,本文认为学校的行政组织构架,教研组半行政半专业的组织性质,以及培训渠道狭窄等是造成组长素质有待提高,专业领导作用发挥有限的主要因素。     

从时间观角度剖析不同文化

本文旨在从时间观的性质、内容和本质三个方面分析过去取向文化、现在取向文化和将来取向文化在时间观上所存在的差异，以及这三种不同的时间观在跨文化交际过程中所引发的文化冲击、所反映的不同守时理念和所决定的不同工作与生活观，从而揭示时间观在很大程度上能形象地反映三种不同文化所具有的特征和内在性质，同时说明时间观的内容随着价值观的变化而变化。     

从中西外语学习文化差异谈任务型教学

输入为主的中国外语学习文化与以输出为主的西方外语学习文化之间的差异导致了中国学生难以将语言知识转化为语言能力。通过对任务型教学及其科学性的阐述和分析,指出采用任务型教学可以弥补我国外语教学现状中的不足,并就如何借鉴任务型教学提出一些看法。     

Knowledge Cultures and the Shaping of Work-based Learning: The Case of Computer Engineering

This paper examines how the knowledge culture of computer engineering – that is, the ways in which knowledge is produced, distributed, accumulated and collectively approached within this profession – serve to construct work-based learning in specific ways. Typically, the epistemic infrastructures take the form of information structures with a global outreach that both hinge on and generate standardization and codification. At the same time, computer engineering implies extensive engagements with technological objects that are open-ended and in constant transformation, such as systems, programs and codes. The professional domain is thus characterised by a richness of what may be termed ‘epistemic objects’, that is, objects marked by their unfolding and question-generating qualities. The paper reveals how these features involve engineers in multiple and coexisting dynamics of objectual practice that provide and constitute opportunities for learning. The paper concludes by discussing some implications of this knowledge culture for individuals and communities alike.

网络信息时代的英语教育群体比较

本文通过远程开放教育教学与传统面授教育教学有关方面第一手材料的比较分析,阐述了英语专业(本科)学生在自主学习、研究性学习的实践与研究情况,探讨英语素质教育中采用新的教学组织形式的可行性。     

浅谈商务英语教学中的文化背景知识和跨文化交际能力的培养

语言是文化的载体,文化是语言的内容。实际生活对商务英语教学提出了越来越高的要求,如何提高跨文化交际能力也就成为商务英语教师和学习者必须关注和思考的问题。     

三种学业成绩水平学生元认知、学习动机的比较

对学业成绩优、中、差三类学生的元认知、学习动机水平进行比较发现:与学习优秀生相比,学习中等生的元认知水平明显落后,其学习动机水平则与学优生基本相当,未表现出显著偏低的态势。而学习困难生在元认知与学习动机这两因素上都显著低于学习优秀生。与学习中等生相比,学习困难学生有着与中等生较为一致的元认知水平,但学困生的学习动机水平显著偏低。这对教育的启示是:对学困生的干预补救应以激发和培养学习动机为重点,而对中等生的促进则应以元认知水平的提高为关键。     

Classroom Learning Environments and Students' Approaches to Learning

Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire, the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging active participation in the learning process and the use of investigative skills in learning activities. High learner self concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation. It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed and strategies for facilitating Deep Approaches to learning are referred to. This revised version was published online in July 2006 with corrections to the Cover Date.     

从英汉习语看中西文化差异

语言是文化的一面镜子,透过语言我们可以窥见人类文化的发展历史。植根于两种截然不同的文化背景之中的英汉两种语言,不可避免地存在着巨大的文化差异。本文试图通过英汉习语,分析中西文化的差异。     

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Consistency among the objectives, learning activities, and assessment exercises results in aligned courses, which give students direction and clarity and yield increased learning. However, instructors may not check for course alignment. This article describes a concrete way to determine course alignment by plotting the course components on a table using the cognitive process levels from a revised taxonomy of learning objectives. Once instructors realize that courses are misaligned, they can make adjustments. By giving students experience with varied types of knowledge, which is the other part of this taxonomy, they also learn more. The types of knowledge include factual, conceptual, procedural, and meta-cognitive knowledge. Phyllis Blumberg received her A.B. in Psychology from Washington College (MD), her M.A. and Ph.D. both in educational and developmental psychology from the University of Pittsburgh. She is a Professor and Director of the Teaching and Learning Center at the University of the Sciences in Philadelphia. Her research interests include learning-centered teaching, self-directed learning and problem-based learning.     

学习型组织及其特征

学习型组织理论是一种新兴的管理理论,但是,在学习型组织建设中存在着诸多误区,梳理和研究学习型组织理论,能够加深对学习型组织的认识,指导学习型组织建设的实践.本文认为,学习不仅仅是一种知识的接受过程,它还包含了知识的发现、传播、获取、应用以及形成改造客观世界的能力等.学习型组织就是整个组织主动创造,获取和转换知识,并根据新的知识和观点改变组织行为的组织,学习型组织有其独特的组织特征.     

中美宪法文化之思维方式比较

在价值中立原则指导下，以植根于我国儒家文化背景的宪法文化为分析工具，可以看到中关宪法文化之思维方式存在着“一元化”与“二元化”的对抗、“人性善”与“人性恶”的对比以及“全能理性”与“有限理性”的对立。通过比较，两类宪法文化在思维方式方面可以相互借鉴、取长补短。     

自我调控学习的课堂教学设计理论

培养学生掌握自我调控学习的技能就是教给学生在未来社会生存的本领。本介绍了如何在课堂进行学科内容教学的同时进行自我调控学习策略的教学，并提出了一个在课堂教学环境下同时提高老师自我调控学习技能的新型教师专业学习模式：     

论高校统战文化对校园文化发展的影响

高校统战文化与校园文化之间相互影响、相互推进、共同发展。充分发挥高校统战文化在校园文化建设中的作用,提升校园文化的凝聚力、向心力、渗透力、辐射力,是当前高校校园文化建设的新思路。     

A supportive tool for principals in guiding professional group discussions

ABSTRACT

Background

Developing collective professional capacities in schools is important for school improvement, and principals can initiate such developments. That is, by initiating and leading professional group discussions on teaching and learning, principals can influence teaching practices and, thereby, indirectly affect student outcomes and school improvement. However, research indicates that leading such discussions in communities of professionals can be a challenge for principals.     

体育哲理性思辨与中西体育文化比较

中国传统体育以＂心、气、形＂为一体的理论架构导致中国体育呈现身心合一、内外统一的独特个性。希腊人认为只有肌肉才使人类成为世界的主宰者,因而西方体育文化重外在表现,是崇尚个人精神张扬的一种身体文化。中国体育文化必须以中国古老的民族精神、智慧和为促进人类全面发展而服务的精神内涵作为底蕴,实现新的超越和新的创造。     

Development to learning: semantic shifts in professional autonomy and school leadership

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media.