日常会话中的语用模糊现象

作为一种交际策略,语用模糊是说话人为了达到某种交际目的而有意识地使用模糊语言的一种普遍现象。以日常会话为例,就认知观、关联论、顺应论等方面讨论了语用模糊现象,分析了其产生的原因,在交际中的积极作用,以及限制和消除模糊的手段。     

Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data

In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level to obtain general information about the learning environment. Although this strategy is widely applied in educational research, neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’ ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).

Prospective teachers’ views on the use of calculators with Computer Algebra System in algebra instruction

Although growing numbers of secondary school mathematics teachers and students use calculators to study graphs, they mainly rely on paper-and-pencil when manipulating algebraic symbols. However, the Computer Algebra Systems (CAS) on computers or handheld calculators create new possibilities for teaching and learning algebraic manipulation. This study investigated the views of Turkish prospective secondary mathematics teachers on the use of advanced calculators with CAS in algebra instruction. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS—black box, white box, or Symbolic Math Guide (SMG). The results showed that participants mainly preferred the white box methods and especially SMG to the black box method. They suggested that while the black box method could be used after students mastered the skills, the general white box method and SMG could be used to teach symbolic manipulation.     

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’ mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.     

Katholisch-Theologische Fakultäten in Österreich zwischen "Autonomie" der Universität und kirchlicher Bindung (1. Teil)

Bezüglich der katholisch-theologischen Fakultäten an staatlichen Universitäten Österreichs ist auch das kirchliche Hochschulrecht zu beachten. Es gibt erhebliche Spannungen zwischen dem kirchlichen Hochschulrecht und dem Universitätsgesetz 2002. Diese betreffen vor allem die Stellung der Fakultät innerhalb der Universität und ihre zugleich personale wie kollegiale Leitung sowie die Rechtsstellung der Lehrpersonen. Besonderen Bedenken begegnet die Rechsstellung der Theologischen Fakultät Salzburg. Die notwendigen Anpassungen müssen von den Universitäten im Einvernehmen mit der zuständigen kirchlichen Autorität durchgeführt werden.     

Katholisch-Theologische Fakultäten in Österreich zwischen "Autonomie" der Universität und kirchlicher Bindung (2. Teil)

Bezüglich der katholisch-theologischen Fakultäten an staatlichen Universitäten Österreichs ist auch das kirchliche Hochschulrecht zu beachten. Es gibt erhebliche Spannungen zwischen dem kirchlichen Hochschulrecht und dem Universitätsgesetz 2002. Diese betreffen vor allem die Stellung der Fakultät innerhalb der Universität und ihre zugleich personale wie kollegiale Leitung sowie die Rechtsstellung der Lehrpersonen. Besonderen Bedenken begegnet die Rechsstellung der Theologischen Fakultät Salzburg. Die notwendigen Anpassungen müssen von den Universitäten im Einvernehmen mit der zuständigen kirchlichen Autorität durchgeführt werden.     

高校辅导员师爱缺失的原因与对策

师爱是教育的灵魂.通过建立保障激励机制,优化考评机制,重视队伍专业化建设等,激励和增强辅导员的师爱.     

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda

There has been an unprecedented interest in reforming pedagogical practices in sub‐Saharan Africa in the past two decades. The reform efforts are often characterised by a move away from teacher‐centred instruction to child‐centred pedagogy (CCP). Uganda has been no exception to this trend as the new curriculum adopted the principles of CCP and efforts were made to popularise and institutionalise the reformed pedagogies in primary schools. Based on a fieldwork study in selected schools in Kampala, this article seeks to explore teachers’ views on CCP, their classroom practices, and the perceived challenges in implementing CCP. The article suggests that the implementation of CCP in Ugandan classrooms has not occurred in the ways intended by policy‐makers and offers some explanations for the discrepancy between policy and practice. It also raises questions with regard to the appropriateness of CCP as the most suitable pedagogy in African classrooms.