高职教育实践教学体系的构建

构建实践教学体系，是由高职学院的性质所界定，它有助于改变高职教育理论脱离实际的教学状况，加强学生实践能力和适应能力的培养，促进学生综合素质的全面提高，以适应经济、社会发展的人才培养格局的要求。实践教学体系的构建，应以转变教育教学观念、优化课程结构、造就“双师”型教师队伍，促进科技成果转化、加强实践基地建设为重点。     

在传统与现代的天平上——试论《啼笑因缘》的叙事特色

张恨水的小说虽然沿袭了传统小说的叙事模式 ,但在叙事时间、叙事视角和叙事结构等方面吸收了一些现代小说的叙事技巧 ,形成了自己的特色 ,为中国小说叙事模式的转变作出了一定贡献。     

The impact of university incorporation on college lecturers

In South Africa, recent government plans tochange the institutional landscape of highereducation have resulted in mergers of collegesinto universities or technikons. The researchreported in this article focuses solely on theimpact of a ``college-into-university'incorporation as manifested in the personal,emotional and career experiences of thesecollege staff members. It traces the changes intheir perceptions and emotions during and afterthe incorporation process. It also identifiesrecurring themes and issues evident in thepersonal lives of those affected by thisincorporation.A unique research methodology was engaged: TheCollege staff who had been appointed to theuniversity after the merger, identified sevencritical themes and then designed and conducted30 semi-structured interviews among themselves.This article thus documents the impact ofincorporation into a university on theindividual and collective lives of theresearchers themselves.The data suggest that the emotional impact ofincorporation was intense and that theuncertainty, especially, led to considerabletrauma. The most important concern emanatingfrom this joint research project is that whilea certain degree of distress is unavoidable inany institutional merger, inattention to themanagement of human resources, emotions andaspirations could linger on, possibly having anegative effect on the ambitions for thetransformation of the new entity.     

Peer teaching: Academic achievement of teacher-led versus student-led discussion groups

Problem-based small-group discussions are the cornerstone of health sciences education at the University of Limburg (The Netherlands). In each of three courses, fifteen discussion groups of about eight students were randomly assigned a staff-tutor (control condition) or student-tutor (experimental condition).In two of the courses no significant differences in cognitive test achievement between the two conditions were found. In one course students tutored by staff-tutors performed significantly better than students tutored by student-tutors. However, no significant differences in test performance were found between students tutored by high-achieving versus average-achieving student-tutors. These findings contradict the congruence hypothesis from information processing theory. Several other explanations are explored.     

短语的扩展形式及其层次的切分原则

短语教学是现代汉语语法教学的一个极其重要的组成部分，其中复杂短语的分析是短语教学中的一个难点。本着重介绍短语的四种扩展形式：延伸式、连环式、包孕式、递加式；并结合教学实践提出切分复杂短语层次的两条比较简明易行的原则，作为现代汉语语法教学内容的补充。     

Providing a contextual base and a theoretical structure to guide the teaching of science from early years to senior years

this paper addresses the need for and the problem of organizing a science curriculum around contextual settings and science stories that serve to involve and motivate students to develop a scientific understanding of the world (with emphasis on physical science). A program of activities placed around contextual settings, science stories and contemporary issues of interest is recommended in an attempt to move toward a slow and secure abolition of the gulf between scientific knowledge and common sense beliefs. A conceptual development is described to guide the connection between theory and evidence on a level appropriate for children, from early years to senior years. For senior years it is also important to connect the activity of teaching to a sound theoretical structure. The theoretical structure must illuminate the status of theory in science, establish what counts as evidence, clarify the relationship between experiment and explanation, and make connections to the history of science. This paper concludes with a proposed program of activities in terms of a sequence of theoretical and empirical activities that involve contextual settings, science stories, large context problems, thematic teaching, and popular science literature teaching.     

对话教学的模式与策略探析

与传统的灌输填鸭式教学相反 ,对话教学可使命题语言不断更新 ,符号系统重新建构。这一过程是在师生间心理机制的交互作用下 ,借助对话表征方式并依附于一定的理性模式而实现的。通过对对话教学心理机制的剖析 ,表征方式的阐述和关联要素的分析 ,可以建构对话教学的理性模式 ,设计对话教学的教学策略 ,在实践中突显对话教学的地位与成效     

微波反应腔中电磁场分布与等离子体行为研究

从麦克斯韦方程组出发，采用有限积分法计算出了微波反应腔中给定等离子体的空间分布时电磁场的分布情况，以及给定电磁场的空间分布时等离子体的分布情况，从而得到了微波反应腔中电磁场的稳定分布和影响等离子体放电位置的参数。     

谵语与对话--巴赫金对话诗学窥隐

巴赫金的对话理论来源于陀思妥耶夫基小说的复调性、对话性，不过却否认与疯癫之间的联系，显然是不符合文本事实的。因为第一，巴赫金恰恰是在陀氏的而非其他作家的作品中发现了“对话”的，而疯癫却正是陀氏小说明显的特征；第二，实际上，巴氏所举的“对话”例子，从形式上看并不是“对话”而是某种“拷问”，从内容上看，更象精神分裂病患者的谵语。据此，可以说明“对话”与“疯癫”之间的联系并由此角度审视“对话”的价值。     

Children's perseverative appearance-reality errors are related to emerging language skills

Two experiments explored the communicative bases of preschoolers' object appearance-reality (AR) errors. In Experiment 1, 3-, 4-, and 5-year-olds (N = 36) completed the AR test (with high- and low-deceptive objects), a control test with the same discourse structure but nondeceptive stimuli, and stimulus naming and memory tests. AR performance correlated positively with control (discourse) and naming test performance. Object deceptiveness had little effect. In Experiment 2, 3- and 4-year-olds (N = 64) completed AR tests that experimentally varied question phrasing and use of exemplar objects. Children also completed memory, vocabulary, and control tests (of verbal perseveration). AR performance variance was predicted by a composite perseveration score from three non-AR tasks, vocabulary, and exemplars. The results indicate that the discourse structure of the AR test elicits a perseverative tendency that is mediated by children's verbal knowledge.