论专业英语语法教学中趣味性因素的注入

专业英语语法教学一贯因其单调、乏味的特点而使学生敬而远之,导致这种结果与对语法教育的错误定位是息息相关的。本文从大学专业英语语法的正确定位出发,提出语法教学的趣味性因素注入对语法教学的推动作用。     

Development projects and their host institutions: Are they compatible?

This paper suggests that a major cause of the poor performance of institution-building projects in developing countries lies in the potential incompatibility of the development project (whether in the education sector or elsewhere) with the host institution into which it is introduced (for example, a ministry department, college or research institute). This incompatibility originates in the different organisational culture to which each subscribes. This has the unfortunate consequence in many cases, and in particular in countries with weak infrastructure and low levels of expertise, of the project serving to decrease rather than to increase local capacity. In this respect the project acts as a counter-developmental rather than a developmental force. It is suggested that this situation cannot be rectified unless either the project or the host institution changes its organisation culture, which is unlikely to happen.

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Zusammenfassung Dieser Artikel geht von der Annahme aus, daß die unzureichenden Ergebnisse der Projekte für die Errichtung von Institutionen in Entwicklungsländern folgenden Ursprung haben: die potentielle Unverträglichkeit der Entwicklungsprojekte (ob auf dem Bildungssektor oder in anderen Bereichen) mit der Gastinstitution, in die sie integriert werden sollen (z. B. Ministeriumsabteilungen, Fachhochschulen oder Forschungsinstitute). Diese Unvereinbarkeit ergibt sich aus der unterschiedlichen Organisationskultur jeder Institution. Als Konsequenz verringern diese Projekte lokale Kapazitäten oft anstatt sie zu erhöhen. Dies gilt besonders für Länder mit geringer Infrastruktur und niedrigem Fachwissen. In dieser Hinsicht wirkt das Projekt einer Weiterentwicklung des Landes eher entgegen. Es wird angenommen, daß diese Situation nicht verändert werden kann, solange entweder das Projekt oder die Gastinstitution seine Organisationsstruktur verändert. Dies erscheint dem Autor unwahrscheinlich.

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Resumen Este trabajo indica que una de las principales causas de la deficiente realización de proyectos destinados a la creatión de instituciones en países en desarrollo reside en la potencial incompatibilidad entre los proyectos de desarrollo (ya sea en el sector de la educación o en otros sectores) y la institutión anfitriona en la que el mismo es implantado (por ejemplo, un departamento de un ministerio, un colegio o un instituto de investigación). La incompatibilidad se origina en las respectivas diferencias de cultura organizacional. En muchos casos, y particularmente en aquellos países que cuentan con una infraestructura pobre y con bajos niveles de experiencia, esto trae la infortunada consecuencia de que el proyecto no ayude a aumentar las capacidades locales, sino que, al contrario, más bien las reduzca. En este sentido, el proyecto actúa más como fuerza anti-desarrollo que como fuerza de desarrollo. La autora sugiere que la situación no puede ser remediada, salvo que el proyecto o la institución anfitriona cambien su cultura organizacional, lo cual es improbable que suceda.

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Résumé Cet article suggère qu'une des causes majeures de l'inefficacité des projets constitutifs d'institutions dans les pays en développement réside dans l'incompatibilité potentielle du projet de développement (que ce soit dans le domaine de l'éducation ou ailleurs) avec l'institution d'accueil dans laquelle il est introduit (par exemple, un service ministériel, une université ou un institut de recherche). Cette incompatibilité naît des différentes cultures d'organisation dont participent le projet et l'institution. Cela a pour conséquence malheureuse que, dans de nombreux cas, en particulier dans les pays présentant une infrastructure faible et un savoir faire insuffisant, le projet contribue non pas à augmenter mais à diminuer les capacités locales. A cet égard, le projet va à l'encontre du développement au lieu de le promouvoir. Cette situation ne peut, selon l'auteur, être corrigée qu'à condition que le projet ou l'institution d'accueil modifie sa culture d'organisation, ce qui a peu de chance de se produire.

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This article is an adaptation of a paper which was presented at the Oxford Conference on The Role of the State in Educational Development in September 1993. The original paper is included in a forthcoming publicaiton by Turner J. (ed) The State and the School, London: Falmer.     

White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity

At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children.     

Listening to children’s views of spiritual and metaphysical concepts: A new dimension to educational psychology practice?

Educational psychologists (EPs) have for many years been developing techniques for listening to children. The aim of the present research was to investigate ways of listening to the “spiritual” views of children in order to develop questions that educational psychologists might use as part of the assessment repertoire. The study explored children’s spiritual concepts such as their purpose for “being on the planet” and the “meaning of their life”. The findings suggest that primary and secondary school children from mixed religious backgrounds can respond to spiritual questions in a clear way. In addition, most children believed that spiritual views influence how children behave. Further research is required to explore whether children’s views of spiritual concepts are linked to learning and progress in school and in life.     

What is a real story? Investigating the perceptions of Key Stage One children

This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story.     

龙虾怎样奏“乐”

自然界的动物在遭遇危险的时候,有各种各样的御敌招数,如毒蛇喷射毒液,章鱼喷出墨汁,电鳗放电,壁虎断尾求生等,还有的动物变换身形、虚张声势以吓唬敌人,而龙虾的防卫术则尤其别具一格。     

Adoptive Gay Father Families: A Longitudinal Study of Children’s Adjustment at Early Adolescence

Findings are presented from the second phase of a UK longitudinal study of 33 gay father, 35 lesbian mother, and 43 heterosexual parent families when their adopted children reached early adolescence. Participants predominantly lived in urban/suburban areas and were mostly white and well-educated. Standardized interviews, observations, and questionnaires of parental mental health, parent–child relationships, and adolescent adjustment were administered to parents, children, and teachers between 2016 and 2018. There were few differences between family types. However, adjustment problems had increased in all family types, with better parenting quality and parental mental health associated with fewer adjustment problems. The findings contribute to adoption policy and practice, and to theoretical understanding of the role of parental gender in child development.     

Formative research on sequencing instruction with the elaboration theory

The elaboration theory of instruction offers guidelines for several patterns of simple-to-complex sequencing which were developed primarily from cognitive theory, especially schema theory. However, there has been relatively little empirical research on the theory. This study helps fill this void by conducting formative research to identify weaknesses in the theory and possible ways of overcoming those weaknesses. Four chapters in a text on electrical circuit analysis were revised according to the theory. The first phase of the study used interactive data collection for immediate, detailed reactions and suggestions on the sequence. Phase 2 utilized non-interactive data collection to assess the external validity of the results. Qualitative data analysis provided insights into ways to improve the theory. None of the results indicated that elements should be deleted. Weaknesses indicated new methods that should be added to the theory and existing methods that should be modified and/or enhanced. The authors would be happy to share their HyperCard course modules with those who would like to do further research with them. Direct inquiries by e-mail to reigelut@indiana.edu.     

The Vertex Project: Children Creating and Populating 3D Virtual Worlds

This paper outlines early investigations and initial outcomes of The Vertex Project, a school‐based action research project currently underway at Middlesex University. The project aims to explore the potential of Shared 3D Virtual Environments as creative learning tools for children, and looks into the challenges facing their practical integration into the primary classroom. Working in partnership with three primary schools, the project sets out to investigate the teaching and learning possibilities offered by Internet based 3D virtual environments, placing particular emphasis on the opportunities provided by the active participation of children in the design and construction of their own virtual worlds, and in the creation of avatars with which to represent themselves within these spaces.     

大学英语四级翻译中的词汇转换

词语做为语言的基本单位,处于不断的发展变化之中。英汉词语在表达方式上差异较大,翻译时往往需要在词的数量上进行增减,或者对词性进行转换。如何应付四级英语中的翻译问题是一项重要课题,现谈谈翻译中的词汇转换方法。