潮汕陶瓷发展沿革研究

本文以考古发现的材料和历史文献及前人的研究成果为依据,勾勒出潮汕地区陶瓷演变发展的脉络,揭示了潮汕陶瓷发展沿革在中国陶瓷史中拥有不可低估的学术价值.     

One complicated extended family: the influence of alphabetic knowledge and vocabulary on phonemic awareness

This research evaluated possible sources of individual differences in early explicit, smaller segment phonological awareness. In particular, the unique contributions of oral vocabulary and alphabetic knowledge to phonemic awareness acquisition were examined across the first year of school. A total of 57 participants were tested in kindergarten (mean age 5 years, 8 months) and again 1 year later midway through Grade 1. Results revealed that oral vocabulary and alphabetic knowledge were correlated with concurrent larger segment phonological awareness and phonemic blending in kindergarten whereas oral vocabulary was the only measure that predicted unique variance in phonemic awareness into Grade 1. Further, this pattern of results was most pronounced for analytic (segmenting), as opposed to synthetic (blending), phonemic awareness. These results highlight the importance of different component processes to explicit, smaller segment awareness depending upon the developmental period under study and also accentuate the need to separate analytic from synthetic phonemic awareness in literacy research.     

Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed

ABSTRACT

Variations in the accuracy and stability of a word’s spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case, deviations in spelling accuracy and stability should be reflected in differences in reading times. Here, 90 teenage participants read 30 words; reading times were recorded. After a 2-week delay, the students spelled these same words 3 times each to gain a measure of orthographic quality. In line with the LQH, faster reading speeds were observed for words with higher spelling accuracy and stability, even for words that were not always spelled perfectly. To our knowledge, our findings provide the first empirical support for the notion that orthographic quality exists along a continuum, both within and across individuals.     

坚守与融通的趋一——从语言决定论看语言与文化的关系

立足于语言决定文化的观察视角,从语言内在的适用性和传统的继承性入手,探讨语言、文化的相对独立性;同时浅要探究了二者之间的联系。     

The role of invented spelling on learning to read in low-phoneme awareness kindergartners: a randomized-control-trial study

The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of having difficulty acquiring reading skills. Children were randomly assigned to one of three training conditions: invented spelling, phoneme segmentation, or storybook reading. All children participated in 16 small group sessions over 8 weeks. In addition, children in the three training conditions received letter-knowledge training and worked on the same 40 stimulus words that were created from an array of 14 letters. The findings were clear: on pretest, there were no differences between the three conditions on measures of early literacy and vocabulary, but, after training, invented spelling children learned to read more words than did the other children. As expected, the phoneme-segmentation and invented-spelling children were better on phoneme awareness than were the storybook-reading children. Most interesting, however, both the invented spelling and the phoneme-segmentation children performed similarly on phoneme awareness suggesting that the differential effect on learning to read was not due to phoneme awareness per se. As such, the findings support the view that invented spelling is an exploratory process that involves the integration of phoneme and orthographic representations. With guidance and developmentally appropriate feedback, invented spelling provides a milieu for children to explore the relation between oral language and written symbols that can facilitate their entry in reading.     

Information literacy proficiency: Assessing the gap in high school students' readiness for undergraduate academic work

This study examines how high school students' information literacy (IL) skills prepare them for academic work in the digital age. The project included: (a) an audit of university IL practices; and (b) the administration of the James Madison University (JMU) Information Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada. Due to the low stakes of the test, there was concern about the reliability of the results. Rapid guessing, response time effort, and motivation filters were applied to confirm the reliability of the results. Results indicate a gap between expectations of high school students and their skills. Using a standardized test, potential incoming undergraduate IL proficiency was identified, including student strengths and weaknesses. The audit identified IL policies and practices at the university, indicating discrepancies in the IL instruction students may receive. Findings indicate that students lack the IL proficiency required to succeed in the post-secondary educational environment, and the libraries are not prepared to effectively address this gap.     

素质教育与高等学校德育课程改革与发展

素质教育并不是一个专门的教育学术语,但在我国却具有良好的纠正应试教育偏差的纠偏功能, 它要求高校德育课程按照教育本身的特点和功能进行设计与开发。长期以来,我国高校德育课程由于受传统学科课程观念的影响,形成了较为狭义的学科德育课程观念,即把德育课程仅仅理解为直接学科德育课程,较为重视直接学科德育课程建设,而忽视其他渠道德育课程建设,存在着德育课程主渠道与其他渠道之间的矛盾、德育课程稳定性与变化性的矛盾、德育课程结构和层次不清等问题。高校德育课程建设的基本思路是根据素质教育和教育改革和发展要求,树立一种大的德育课程观念,从直接学科德育课程、间接学科德育课程、活动德育课程、学校教育物质条件层面的隐性课程、组织制度层面的隐性课程、精神文化层面的隐性课程等多角度、全方位地进行德育课程综合性建设,更好地促进高校德育课程改革与发展。