对"不定式作后置修饰语"的探讨

在英语学习中，动词不定式的用法很多，也很复杂。本文将结合笔者多年教学实践，并参考语法家张道真、张振邦以及薄冰的语法教材，兢动词不定式作后置修饰语的用法进行探讨。     

无人称助动词连用作动某行为次具体的行为试谈俄语动词不定式体的用法

俄语动词不定式用法较多,不易掌握;动词不定式体的选择更成为了俄语专四考试的必考题目,构成了学生的学习障碍。而大量语法教材止步于规则的罗列,作者在语法教学实践中运用表格、图表等方法化繁为简,将难于识记的语法规则予以明晰的展示,以期降低学生的学习难度,服务教学。     

动词不定式的探究分析

动词不定式是初中英语教材中一个重要的语法项目,也是各地中考的必考内容。因此,熟练掌握动词不定式(to 动词原形,简称to do)的用法,准确把握中考对动词不定式的考查方向就显得非常重要。本文将从动词不定式的常见用法和常见错误两个方面进行探究分析。在句子中,动词不定式除了不可以作谓语动词之外,其余的句子成分它都可以担当。     

动词不定式考点透视

动词不定式是一种非限定性动词,由to＋动词原形构成,但在有些情况下to可以省略,在句中不能单独作谓语。它是初中英语教材中一个重要的语法项目,也是各地中考的必考内容。因此,同学们熟练掌握动词不定式（to＋动词原形,简称to do）的用法,准确把握中考对动词不定式的考查方向就显得非常重要。     

不定式用法的几个难点

动词不定式是中学教材中最常见的一种非谓语动词形式，在句中可作谓语以外的任何语法成分，即可作主语、宾语、定语、状语、表语和宾语补助语。现就不定式用法的几个难点作一分析，以供参考：     

动词不定式考点透视

动词不定式是初中英语教材的一项重要语法内容,也是英语中考命题的必考知识点。现结合近几年全国中考试卷中的相关考题,对这一知识点的考查内容分析如下。     

常见支配关系中动词不定式体的用法

动词的体是中学俄语语法中的重点和难点。俄语中有些动词常与动词不定式连用,其中一部分我们把它称为助动词。一部分助动词与不定式连用时,不定式只能用未完成体,而另一部分助动词与动词不定式连用时,不定式只能用完成体。现就这个问题分述如下：     

漫话动词不定式作定语

作定语是动词不定式的重要语法功能之一。动词不定式作定语时常位于所修饰的名词或代词之后,与被修饰的词之间构成以下几种关系。一、主谓关系被修饰的成分是不定式所表示的动作的执行者,即被修饰的成分为不定式逻辑上的主语,与不定式构成主谓关系。构成这种关系的不定式的动词     

蒙古语的不定式动词

蒙古语的不定式动词康德（内蒙古大学蒙古学研究院留学生）关键词：蒙古语法不定式蒙古语的不定式动词@康德$内蒙古大学蒙古学研究院蒙古,语法,不定式...     

浅谈不定式结构逻辑主语的区别

作为非谓语动词的不定式结构是没有语法上的主语的，但可以有自己的逻辑主语，即不定式for结构与of结构。本文通过对不定式for结构与of结构的探讨与介绍，系统地明确了二者的用法以及区别。     

作为方法的教育学

教育学作为一门学科蕴含三层旨趣,即作为课程的教育学、作为理论的教育学与作为方法的教育学。目前作为课程的教育学已基本成熟,作为理论的教育学也处在发展中,但作为方法的教育学才刚刚萌芽。教育学只有在“课程”与“理论”之外,在学科方法以及方法论的基础上发展出独特的学科视界与理解方式,才能称之为完备的学术性学科。文章认为,成熟的教育学不仅意味着一门课程、一种理论,而且代表着一种方法、一种思维方式。     

‘When I am being rushed it slows down my brain’: constructing self-understandings as a mathematics learner

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics.     

Teachers’ conceptions of representation in middle school mathematics

Current reform efforts call for an emphasis on the use of representation in the mathematics classroom across levels and topics. The aim of the study was to examine teachers’ conceptions of representation as a process in doing mathematics, and their perspectives on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have developed working definitions of the term primarily as a product in problem solving. However, teachers’ conception of representation as a process and a mathematical practice appears to be less developed, and, as a result, representations may have a peripheral role in their instruction as well. Further, the data suggested that representation is viewed as a topic of study rather than as a general process, and as a goal for the learning of only a minority of the students—the high-performing ones. Implications for mathematics teacher education, prospective and practicing, are discussed.     

Understanding Periodicity as a Process with a Gestalt Structure

This paper presents a two phase investigation of how Israeli students (grades 3 to 12) understand the concept of periodicity. Qualitative study, including classroom observations, as well as interviews with students and with teachers, was performed as a first phase. Quantitative study, including a survey of 895 eleventh grade students, was performed as a second phase. Students' errors in relating to non-periodic phenomena and to non-periodic function as periodic, as well as their period preferment, were revealed in both phases and were classified. The evidence supports the claim that students understand periodicity as a process. The students' errors and preferences are discussed with reference to two frameworks: (1) the understanding of periodicity as a process, (2) the Gestalt theory.     

Building world class universities through innovative teaching governance

There is a growing interest in educational innovation in universities at a global level, as a tool designed to create strategic changes in order to improve quality. This study evaluates the global improvement in universities as a result of educational innovation governance, as a pillar of the so-called world-class research universities and as a tool for continuous improvement in higher education. The methodology has been designed by different educational innovation groups from the Universidad Politécnica de Madrid, Universidad de Cádiz, and the International Project Management Association Spanish Board, and includes an analysis of 67 universities from 20 countries. The study is based on 32 universities in Spain, as well as 35 other international universities that carry out educational innovation activity. The results show that universities that have a more mature educational innovation governance in place, both in Spain as well as in other countries, are higher in the ranking of universities (Webometrics). These universities demonstrate a tendency to work on educational innovation projects, which are contributing to strategic changes that will permanently revitalise teaching, whilst also improving research and its links to society.     

Redefining the Role of English as a Foreign Language in the Curriculum in the Global Context

The English language has become a global language, a development which has influenced English language teaching and learning throughout the world. This influence has occurred more impressively in China than in other parts of the world as a result of the breathtaking pace at which China has integrated with global economies. Increasing industrial, economic and multicultural development has spurred language educators in China to question the English as a Foreign Language (EFL) curriculum in relation to the role of English, particularly in secondary schools. In this paper we present a brief review of the role of English as a global language in the Chinese context, a context which is now to be seen as a global one. The new curriculum has been progressively rolled out in Chinese schools since 2001. We highlight the redefinition of the role of English in the new EFL curriculum in Chinese secondary schools in particular and the significance of this as it presents new features of the new EFL curriculum as part of a developing research field, based on a comparison with the 1993 EFL curriculum. In this study, we focus on policy statements and curriculum documents as well as published previous research in order to understand the redefining of the role of English as a foreign language in the new EFL curriculum.     

Beginning to Understand Teaching as a Discipline

We explore the possibility of understanding teaching as a discipline in its own right, rather than as a domain that is ancillary to the many academic disciplines. While teaching looks easy and is widely regarded as easy, the image of teaching as transmission and the perspective of technical rationality mask the many ways in which challenging and engaging teaching represents a highly disciplined view. When extended to teacher education, the perspective of teaching as a discipline sheds powerful light on longstanding frustrations reported by those learning to teach. We argue for the conclusion that teaching is a discipline and that teacher education is the home of that discipline, with self-study as one of the central methodologies for making explicit the knowledge inherent in teaching seen as a discipline.     

The Role of the Mass Media in the Integration of Migrants

The media have a profound effect on the worldview of their consumers and should be carefully considered in matters of immigration. Often, migrants are portrayed through a negative lens by the media and most usually as a homogenous group rather than as individuals. This article examines the portrayal of migrants in one particular context (Germany) and questions what the best ways would be for handling these negative images, especially but not only in education systems. The author concludes that perhaps the combination of viewing migrants as individual people, rather than as a homogenous group, as well as more positive media portrayal of migrant people, would lead to a more positive representation of migrants in society.     

Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.