李白诗中的议论

李白诗中的议论主要是一种抒情手段，与其他的抒情方法具有许多相同的特征，具有吟咏情性的功效。所不同的是，它不是以具体可感的画面，形象或者直抒胸臆表达感情，而是以观念性的判断、认识、选择、推理来表达情感，因而又具有议论本身的特殊魅力，这又是其他手段不可替代的。     

Les limites de l’atomisme enfantin; expérimentation d’une démarche d’elaboration d’un modèle particulaire par des elèves de collège

We present a teaching sequence aimed at helping pupils (13–14 years) to put into practice the activities of building and using models. Objects (particles) characterised by invariant properties (shape, dimensions, mass) are proposed as the basic elements for building models. We hypothesised that the invariance of the properties of particles would lead pupils to introduce a variability in relations between particles in order to take into account the tranformations observed. The designed learning sequence includes activities for the production of iconic representations, discussion of the relevance of these representations in relation to the phenomena observed and the use of such representations as a predictive tool. The results show the various stages in establishing the meaning of the initial axiom; they enable us to discuss the hypotheses underlying this teaching-learning sequence.     

Diary-based strategy assessment and its relationship to performance in a group of trainee teachers

Our work is based on the study of learning strategies used by a group of trainee teachers in a real learning situation, and how this use of strategies influences the results of the learning process. We use a diary as a tool to assess the learning strategies and compare the results obtained with those using an inventory. Our findings indicate that the deliberate use of strategies (measured by diaries) has a positive effect on knowledge acquisition, with the qualitative analysis method of the verbal protocols noted in the diaries proving more valuable than the use of traditional inventories.     

武夷岩茶中茶多酚的提取及工艺研究

用离子沉淀、微波 离子沉淀、有机溶剂直接萃取三种方法提取武夷岩茶中茶多酚,提取率分别是4.41±0.43%、6.53±1.37%、5.83±0.08%。沉淀法提取的粗品纯度为21.12%(水溶解)和14.54%(乙酸乙酯溶解);有机溶剂直接萃取的粗品纯度为69.88%(水溶解)和83.88%(乙酸乙酯溶解)。茶多酚粗品红外光谱分析的结果为单宁酸;紫外光谱分析的结果吸收峰在270~273.5nm之间。     

也谈青州龙兴寺佛像并非全为该寺造像

通过对文献记载唐武宗、后周世宗两次法难和青州龙兴寺具体实物造像以及曲阳修德寺、博兴龙华寺、乡义寺集中掩埋多座寺院佛像旁证事例的分析考察,以更加坚实的证据揭示出龙兴寺400余尊佛像确实并非全为该寺一座寺院造像,其中还包括青州其他寺院的佛像在内.     

Learning and teaching: Differentiation and relation

In this paper we discuss the articulation between teaching and learning, how to differentiate them and how to establish relations between them, limiting ourselves to aspects dealing with knowledge. The aim is to allow the design of teaching situations more relevant for learning. The characteristics differentiating teaching and learning are used to analyse research studies relative to two time scales, one of the order of months or years and the other of the order of hours. The comparison shows the importance of the grain size chosen to analyse the knowledge involved both in teaching and in learning. On the first scale, the analysis of the students' knowledge and that of the knowledge to be taught are done independently to the extent that students' knowledge is not analysed in reference to the knowledge to be taught (in terms of error or missing aspect) but on the basis of the student's coherency. The decomposition of these two types of knowledge into similar components allows us to compare them and leads us to propose “intermediate notions” between the usual physics knowledge to be taught and the students prior knowledge. These intermediate notions can be rather far from complete correct physics knowledge but are learnable by the students. On the second scale, detailed analysis of a single teaching session and the students' processes during this session needs a fine level of knowledge granularity. Such a level allows us to make hypotheses based on the elements of students' prior knowledge from which they can construct new knowledge and not only on the prior knowledge which has to be modified. This granularity level allows an emphasis on the positive aspects of students' prior knowledge and enables us to construct hypothesis in order to design teaching situations. Making explicit “intermediate notions” in the knowledge to be taught at a rather large level of granularity of knowledge and the positive aspects of students' prior knowledge at a fine level of granularity, are proposed as ways to improve teaching for fruitful learning.     

Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy

In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain a deeper understanding of experiences involving the learning and use of English that influence our academic careers. We theorize our experiences as resisting erasure and contribute to Latina epistemology scholarship and critical educational research about Puerto Ricans in the United States. Moreover, we forward the concept of funds of knowledge as a professional practice. Telling our stories and developing mentoring networks is necessary for our individual and collective functioning and well-being as scholars; it cultivates solidarity as a means of thriving in the academy.     

Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development

ABSTRACT

Many universities have signed international and national declarations that have publicly committed them to embed sustainability within education, research, outreach and management operations. To date, research has focused on examples of good practice and case studies. Little research exists that has looked at the change process itself. This paper is based on a doctoral study conducted at the University of Southampton in which a doctoral student was engaged as a facilitator and critical friend for a period of more than one and a half years working with a group of staff and students trying to embed sustainability within the institution. In this paper, evidence is provided on the impact and contributions made by the critical friend and facilitator role, and reflections presented on the challenges and opportunities the doctoral researcher encountered during the research.     

Beatrix Potter: A Hundred Years in Translation

This year, 2016, marks the 150th anniversary of the birth of Beatrix Potter (1866–1943), the much-loved author and illustrator of children’s books. Although translation has made a vital contribution to her international success, Potter’s work remains relatively under-researched from a translation studies perspective. This article aims to provide a clearer picture of Potter’s work in translation over the last hundred years. It identifies early translated editions and discusses Potter’s involvement in their preparation, before examining the appearance of her stories in translation around the world and outlining particular trends in Potter translation. This study is based on extensive research using numerous databases, Potter’s published biographies and correspondence, and on an analysis of the first French editions of her tales. The study reveals that the first published translations of Potter’s works are both of an earlier date and more numerous than is recognised in existing scholarship. It also shows that Potter’s preferred approach in the translation of her stories into French was to adapt the tales to their new French readership, rather than staying close to the originals. Her works are found to have been extensively translated during the last century, especially into European languages, as well as into a significant number of Asian languages. Other matters discussed include the involvement of Potter’s official publisher, Warne, in the publication of international editions; the existence of translations based on American editions with new illustrations; and the posting of online translations by Potter enthusiasts.     

Executive functions in elementary school children with and without problems in written expression

This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms of chronological age, ethnicity, gender, socioeconomic status, special education status, or presence of attention problems or receptive vocabulary capabilities; however, they did differ in reading decoding ability, and this variable was controlled for in all analyses. Dependent measures included tasks tapping an array of executive functions grouped conceptually in accordance with a model of executive functioning reflecting the following domains: initiate, sustain, set shifting, and inhibition/stopping. Analysis of covariance (ANCOVA) procedures revealed statistically significant group differences on the initiation and set shift domains, with the sustaining domain approaching significance. Children with writing problems performed more poorly in each of these domains, although the effect sizes were small. A multiple regression that employed these four factors and the reading decoding variable to predict the primary trait score from the written narratives revealed a statistically significant regression function; however, reading decoding contributed most of the unique variance to the writing outcome. These findings point out the importance of executive functions in the written language process for elementary school students, but highlight the need to examine other variables when studying elementary school-age children with written expression problems.