先哲的隐喻思想——以《论语》为例

公元前5世纪至前3世纪是中国哲学的黄金时期。《论语》作为其中最重要的一部哲学思想典籍之一,虽然用的是古汉语这种与西方全无渊源关系的文字系统写成,然而翻译成英文后仍能为现代西方人所接受甚至流行,这证明了这些文本的世俗性以及人类思想的普遍性。西方哲学的隐喻认知理论认为,与修辞格领域的比喻有所不同,隐喻不是用来表达已经形成的思想,而是其本身就是一种认知力量,引导思想观念的形成。本文作者力图通过解释隐含于中国早期哲学思想的基本概念中的物象,来了解这些概念意义的潜在范围,以及它们彼此之间结构上的关联。     

Institutional conceptualisations of teacher education as academic work in England

Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.     

The effectiveness of using incorrect examples to support learning about decimal magnitude

Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal magnitude in a brief tutoring session. Students were randomly assigned to two conditions: 1) comparing correct and incorrect examples (incorrect condition) or 2) comparing correct examples only (correct condition). The incorrect condition helped students learn correct procedures and key concepts more than the correct condition, including reducing misconceptions. Students’ prior knowledge of decimals did not interact with condition. Students’ explanations during the intervention revealed that those in the incorrect condition more frequently discussed correct concepts (e.g., the magnitude of a decimal and identifying misconceptions). Overall, contrasting incorrect examples with correct examples can help students learn correct concepts and procedures.     

概念隐喻的理解与表达——兼谈对对外汉语教学的启示

隐喻不仅仅是语言修辞手段,而且还是人类普遍的一种思维方式和认知手段.以一个概念去理解、建构、表述另一个概念, 这就是概念隐喻(Conceptual Metaphor).作为连接认知和语言的纽带,概念隐喻理论为认识人类的思维过程、行为经验以及外语教学提供了一种新的视角.从隐喻入手学习词汇网络符合认知规律,有益于突破传统词汇教学的瓶颈,培养学生的隐喻性思维和语言构建能力.本文探讨的就是以认知为基础的概念隐喻形成和理解的过程以及它派生的词汇网络系统在真实情景下的运用.     

Conceptions over time: Are language and the here-and-now up to the task?

Is it possible to explain students’ conceptions of natural phenomena purely in terms of the interactions between two people and the language they use during an interview? I argue that this hypothesis cannot be accepted on several grounds. First, contextual factors prior to the interview influence the course of its events, and that these in turn influence future events. Second, people have agency over their interactions and the ability to use language creatively in ways that a strong version of language preordination inherent in this hypothesis would not permit. Third, people bring language fluency and ideas to an interview that allow them to grapple with phenomena and issues they might not have previously considered, and formulate conceptions that they can and do use in future interactions. In addition, I argue that the field of science education is able to consider curricular and instructional issues relating to students’ conceptions without resorting to the extremes of cultural relativism or intellectual imperialism, and that conceptual change theory addresses both the processes and outcomes of students’ interactions.     

The role of constructivist educational software on students’ learning regarding mechanical interaction

This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning tools.     

国外课堂生态研究及启示

本文遵循"概念内涵-构成因素-对象与方法"的思路较为全面地介绍和梳理了国外课堂生态的研究状况,并就课堂生态研究目前的研究定位、可能发展方向和需要突破的"瓶颈"等方面进行分析,简要探讨了国外研究对国内研究的启示.     

委婉生成机制的认知理据探究

从认知的角度来看,委婉语是一种概念化的转喻。文章在现有研究的基础上,着重探讨了委婉语转喻生成机制和认知理据。从认知的角度进行理据研究,将有助于我们把握委婉语转喻的意义构建,把语言研究从封闭的语言结构引向动态、开发的知识结构。     

转变政府观念以适应WTO基本规则和国际惯例

界定了政府职能的内涵，指出了中国“入世”必须首先解决观念“入世”问题。阐述了转变政府观念，尽快适应WTO基本规则和国际惯例的具体措施。     

基于整合理论阐释英语新词的生成

新词语是新近出现的,可以表达新思想、新观点,用来描述新现象、新事物的词语。新词的创造是基于人们的生活体验和对世界的认知方式,每一个新词在意义构建过程中也会受到认知规律的制约。本文尝试运用Fauconnier和Turner等人提出的概念整合理论从认知的层面上对英语新词语的构成和意义建构进行分析,旨在运用这一理论阐释英语新词语生成的认知机制,为英语新词语的研究提供一种新的研究角度和方法。