“言文一致”与文学转型——胡适文学语雷言观释要

作为白话文运动理论倡导的先行者,胡适主要的文学语言观是“言文一致”。这一语言观的提倡将“言文分离”、封闭性太过的传统文言转型为经欧化过滤的语言新形式,从而形成文学形式与思维理念的双向更新。但二元对立思维下建立的“言文一致”的乌托邦思想,缺乏对文学语言本体性的深入思考,所带来的蒙蔽与损失也是必然的。     

Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment

European Journal of Psychology of Education - This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and...     

The flow of technological innovation in an R & D department

The flow of technological information, in particular the type of sources and transfer channels for technological information has been a focus of research interest since the very first studies concerning management of research and development. However, the results of these empirical studies, although encouraging and useful to managers, leave several questions unanswered, and even worse, contain some contradictions.In this paper we will try to explain some of these contradictions using the technology characteristics as an contingency factor. The model, which we will present has been tested in a twofold way: questionnaires were used to provide insight into the importance of some sources, while interviews on the basis of standardized problems led us to a better insight into sources and channels.     

教育学面临的困境与思考

在现实中存在着对教育学的种种歪曲和误解 :作为一门独立的学科 ,它不受重视 ,甚至不被承认 ;它没有一个名正言顺的位置 ,没有自己的科学化逻辑与依据 ;它的现实性存在依据更多的不在于其丰富、深刻的理论 ,而在于指令、方法与技术。因此 ,反思教育学的状况、拯救教育学的命运 ,是今日教育学探究中迫切需要解决的根本性问题。     

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.     

The effects of Florida's university admission policies on black and white entering freshmen, 1975–76

This study examined differential enrollment, survival, progress, and academic success of both black and white first-time-in-college students according to three admission categories (unrestrictive, restrictive, and special) in predominantly white universities in the Florida State University System. Data were extracted from the Board of Regents' student data course files and analyzed. White students were enrolled almost exclusively in the traditional (unrestrictive) category, while black students were almost equally enrolled in all three categories. Although the overall survival rate of white students was higher than that of black students, within each admission category, the survival rate of black students was higher than that of white students.This paper was presented at the Annual Meeting of the American Educational Research Association, Boston, April 1980.     

日语母语学习者趋向补语习得情况分析--基于汉语中介语语料库的研究

本文以汉语中介语语料库中日语母语学习者使用的带趋向补语的句子为样本,考察了不同水平的学生习得趋向补语的情况,分析了影响他们习得趋向补语的因素.文章指出宾语类推泛化是日语母语学习者习得趋向补语的主要问题,这种类推泛化既有语内迁移的影响,也有语际迁移的影响.