“跟我学汉语”语法练习题型考察与分析

本文选取了专为海外中学生编写的对外汉语教材“跟我学汉语”（英语版）作为研究材料,对这套教材的语法练习题型进行考察和分析,并结合青少年的心理特点总结了这套教材语法练习编写的成功之处,以期为海外青少年对外汉语教材语法练习的编写提供借鉴。     

新世纪中国农村教育--对问题·原因·对策的探究

本文通过对新世纪中国农村教育存在的问题和原因研究,从管理体制、投入机制、发展格局、队伍建设、手段创新和保障措施等方面,提出了解决问题的基本思路,尤其是将农村社会保障制度建设引入农村教育发展的研究之中,提出农村义务教育应该坚持"以县为主"的管理体制和"以中央和省为主"的投入机制,这种关联思考和"错位"配置,适应我国的二元经济结构,对于推进我国农村教育的改革与发展具有重要意义.     

Effects of Maternal Employment on Maternal and Two-Year-Old Child Behavior

94 mothers with 2-year-old children were interviewd about their employment, role satisfaction, and social support and were observed in their homes at dinnertime and in a laboratory compliance task. Hierarchical multiple regressions were used to test main effects of employment, hours employed, and their interactions. Maternal employment adversely affected maternal behavior when satisfaction with social support or with the work role was low, but only in the laboratory. Positive main effects of employment on maternal behavior were observed in the home: employed mothers used less power assertion with their children. Mothers who worked longer hours used more guidance and were more responsive to their children in both settings. In both settings, the effect of poor-quality care on child behavior was greater when mothers were employed, and, in the laboratory, boys of employed mothers were more defiant than boys of nonemployed mothers and girls of employed mothers. Boys with more than one current arrangement were more likely than similarly situated girls to be defiant in the laboratory, but they were also less likely than girls to be cared for by fathers.     

Learning to be critically reflective: exploring fiction writing and adult learning

Many educators in adult, community and higher education contexts are concerned with fostering reflective learning amongst their students. This paper explores the concept of critical reflection and considers how engaging with fiction may be an innovative pedagogical approach to support critical learning opportunities. Drawing upon interviews with fiction writers, ways in which critical reflection may be encouraged in connection to reading and writing fiction are taken up by exploring three different thematic areas that relate to a Habermasian framework of knowledge constitutive approaches to learning. These different areas can be categorised as (a) technical-rational, (b) humanistic and (c) critical or emancipatory. The first of these considers critical reflection as a way to develop technical capacities as a creative writer. The next section takes up a humanistic framework to explore the value of individual and collective learning opportunities to enhance personal growth and critical reflection. The third area of discussion considers a deeper critical or emancipatory framework of learning through critical reflection which may lead to social change. The paper concludes by considering the value of arts-informed adult education approaches, such as those related to fiction writing, to enhance the development of critical reflection amongst adult learners.     

‘Just turn to us’: the persuasive features of contract cheating websites

Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message.     

To be more fully human: Freire and Confucius

This paper compares the educational thought of Paulo Freire and Confucius on what it means to be more fully human. Both Freire and Confucius object to the dehumanisation of human beings through the banking concept of education and other oppressive practices. They argue for the ontological vocation of becoming more fully human through humanisation and humanity (ren) respectively. In terms of differences, Freire’s notion of humanisation seeks to transform human beings from objects to subjects who know and act. Confucius’ concept of humanity, while also stressing autonomy and agency, places moral self-cultivation at its centre. While Freire advocates critical consciousness and social transformation, Confucius propagates dao- or Way-consciousness and self-transformation. The essay concludes by exploring a synthesised conception of humanisation where human beings are subjects who are motivated and guided by humanity (ren).     

转变教育思想深化实验教学改革

实验教学是全面实现人才培养目标的一个重要环节,必须转变教育思想,改革实验教学体系、实验教学方法,发挥实验室三大功能(教学、科研、社会服务),以利于培养创新型人才。     

Functional reading difficulties in Denmark

In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over 45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did. Methodological issues and some educational implications are discussed.     

Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis

Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.