汉英句子扩展模式之对比研究及相关汉译英策略

翻译是一个比较差异、解决差异的过程,而句子是交际活动中的基本语言单位。现从句子层面对比分析英汉两种语言不同的句子扩展模式,即汉语的句首开放性与英语的句尾开放性,以及由此导致的不同句式特点,并探讨相关的汉译英策略。     

A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.     

Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability

This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction.     

Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country

A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted.     

On-line estimation of concentration parameters in fermentation processes

INTRODUCTION Saccharomycete, closely linked with human life, is the only microbe that has been utilized to the extent of over a million tons in the world, and is one of the modelled biological bacteria mostly used in modern genetic engineering. Since there are no effective online instruments for measuring the production or resultant concentration, which is a very important quality index in fermentation process, soft sensors (Martin, 1997; Tham et al., 1991; Assis and Filho, 2000; Salgad…     

英语教学中思维能力的培养模式及其对教师的要求

英语思维在英语学习中占有重要地位,英语教学中的三种不同思维能力培养模式即自发思维能力培养模式、启发思维能力培养模式、合作思维能力培养模式,相互促进,相互联系。从不同思维能力培养的角度,对知识的传授者——教师也提出了不同的要求。     

贵州省苗族地区中小学民族文化课程开发的个案研究

通过对贵州省苗族地区中小学民族文化课程开发现状的个案调查，发现民族地区民族文化课程开发还停留在浅层面，学校课程尚未成为民族文化传承的主渠道，地方课程资源开发不力，致使学生对民族义化疏于了解。就此认为民族地区基础教育民族文化课程的开发应从观念层面、政策层面、支持系统及实践层面等方面进行，以推进民族文化课程的实施。     

《英语课程标准》的理论基础

就语言的本质而言,《英语课程标准》体现了工具性与人文性高度统一的语言观;就语言学习的意义而言,《标准》所体现的基本理念是,学习语言既有利于促进个人的全面发展,也有利于个人参与社会活动。《标准》所体现的语言学习观是,学生不是被动地从书本或教师那里接受知识,而是在语言实践活动中建构知识、发展语言能力。《标准》体现的语言教学观主要表现在三个"相结合":知识与技能相结合,语言目标与非语言目标相结合,过程与结果相结合。     

新课程理念下物理学史再认识

在新课程理念下物理学史与以往相比具有更多的教育功能，因此有必要对物理学史进行再认识，从克服传统物理课程弊端的角度来讲，需要将物理学史运用到物理教学中，而教育重演论为物理学史的应用提供了直接的理论依据。在新课程理念下将物理学史融入物理教学中，可以激发学生的兴趣，有利于学生的“终身学习”；帮助学生理解物理规律，提高问题解决的能力；提高学生的整体科学素养；发挥物理课的德育功能并促进学生的社会性发展等。可以说，物理学史在教学中是对知识与技能，过程与方法，情感、态度与价值观三维目标的有效整合。教师应更新观念；克服三个不利倾向：重视近、现代物理的发展；在教学上灵活处理。     

对《英语课程标准》（实验稿）下任务型教学的思考

《英语课程标准》(实验稿)倡导在英语教学中实施任务型教学，达到“以言行事”，培养学生综合语言应用能力。本首先简述了任务型教学理论。认为任务型教学是完成英语学习任务的一种重要的但不是唯一的途径，并提出在具体的教学实践中要注重任务型教学与综合折中的辨证统一。