功能对等理论对英语广告中双关语翻译的影响

该文从奈达的"功能对等"理论入手,阐释了其对英语广告中双关语翻译的影响,探讨了如何在英语广告双关语翻译中实现"功能对等"。     

On Cultural Analysis of Baldwin’s Exodus

In the short story Exodus,James Baldwin sought to create a highly personal literature less with racial conflict than with the complexity of human motivations,by briefly contrasting the two processes of exodus,Baldwin achieved this kind of creation,which is to get behind the Negro problem to find the kind of reality that he really concerned:the process of struggle to bettering one’ s lot.     

Young不等式的逆式及其应用

利用数学分析和不等式理论相结合的方法证明了著名的Young不等式多元情形的逆向不等式,并以大量经典不等式的逆向不等式为例展示了其广泛而精彩的应用.     

Young children’s reading for pleasure with digital books: six key facets of engagement

This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes.     

四川雅安地区方言的历史形成及其与地理和移民的关系

四川雅安地区方言具有"入归阴平"的语音特征,从表面看来它与四川地区的湖广话(入归阳平)和南路话(入声独立)都不同。与周围方言语音特点比较,分析其语言历史演变过程,雅安地区方言应是宋元以来四川土著方言"南路话"的分支。雅安地区的历史地理通道和明清移民史可以解释其不同的历史层次。     

信息技术环境下农村中小学师资协作培养模式探究

在提高农村中小学教师素质,推进基础教育均衡化发展的理念下,本文在分析农村教师队伍发展建设过程中存在问题的基础上,提出信息技术环境下农村中小学师资协作培养模式。系统的阐述了该模式下院校协作共同体及城乡协作共同体的建立,协作各方的角色定位,信息化培养平台的建设及协作培养模式实施方案的设计等。     

Master’s thesis projects: student perceptions of supervisor feedback

A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories.     

关于师范院校开设《信息技术与课程整合》课程的思考

高等师范学校作为教师教育的重要阵地,要实时的调整教师教育的课程体系以适应时代的发展,随着教育信息化的兴起,《信息技术与课程整合》课程的开设已经成为当前教师教育的迫切所需,作者在近年来研究工作的基础上,从当前师范院校信息技术教育存在的问题入手,结合具体的教学实践,对课程的定位、课程教学内容、结构、教学方式和资源建设等几方面作了深入的探讨,以促进《信息技术与课程整合》课程的有效开设。     

Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative

This study discusses some of the paradoxes found in the rhetoric of participatory research. Research-with-children views them as competent and agentic and as social actors, as citizens with opinions that must be listened to and given due weight. This image of the child as a social actor fails to acknowledge the structural, contextual and relational conditions that can afford or restrict opportunities for children’s agentic action. It conceals the multi-faceted, multi-dimensional properties of power that shape children’s (and adults’) contributions and ‘voices’. Our research took place in a primary school and aimed at training Year 6 children to carry out their own research on their chosen topic of interest. The participatory research ‘space’ was informed by the participants’ different intentionalities and agendas. The children were invited to take initiatives and make decisions, to be agentic. However, their agency, or what counts as ‘proper’ agency, was framed and defined in our adult terms. Tensions arose when the children’s agendas conflicted with and threatened ours. As we argue here, this participatory space should rather be seen as a political arena, where different and often competing agendas are at play, where the roles and relationships between children and adults are far from fixed, and where the capacity for agentic action is always socially mediated and shaped by social structure.     

教师专业特质与发展阶段的相称论析

有关教师的专业性,目前已经取得了教育学界的认同。但每个阶段教师的专业特性有所不同,文章以基础教育阶段教师为例,结合教师专业发展阶段,从教师知识的关注维度、教学方法的运用、文本成果的表达三个层面来分析不同发展阶段教师的专业基准。一方面,对教师专业性的界别给予更恰切的表征,另一方面,使教师都能够在各自专业发展的路径上顺利提升。