论张舜徽先生对郑樵的推崇

张舜徽先生治学气象弘阔,力倡会通之学,慨然将推广郑樵会通之志,继承《通志》之业引以为己任.本文浅析其于郑樵会通思想之推崇,借见此于先生治学之影响.     

中国教育人类学传统图景的构建与评论

中国教育人类学是中国人类学学科群中活动最频繁、发展最迅速的分支学科之一,但是长期以来它被看成是改革开放以来的产物,认为其学科史极其短暂,可以叙述但无须研究。陈学金的《中国教育人类学简史》挑战了上述传统观点,不仅开展了较为深入和系统的"中国教育人类学的历史研究",而且提出和论说了若从1905年王国维提出"教育的人类学"的术语和内涵算起,教育人类学在中国已有上百年学科史的新锐观点。从历史和现实相交织的视角出发清晰和准确地界定何谓教育人类学,是分析和论述教育人类学存在与发展的合法性的基本前提,因而在未来的教育人类学的发展进程中,这本学科史的先驱性著作是"绕不开的研究",必将占有重要的学术地位。     

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.     

词汇歧义消解的认知研究:理论、方法与现状

近２０年来,在词汇歧义消解领域,研究者采用多种技术进行实验,提出了４ 种典型的模型,即多重通过模型、选择通达模型、重排序通过模型和整合模型。到目前 为止,不同的研究之间仍然存在很大分歧。今后的研究应该在考察语境作用时间点的同 时,重点探讨语境影响歧义词意义通达的机制,特别是应该重视对歧义词加工中抑制过 程的探讨     

HSK听力短文题型障碍分析及训练对策

分析了HSK听力短文题型中所存在的语速适应障碍、记忆能力障碍、应试技巧障碍及文化冲突障碍,提出了HSK听力短文题型训练中应加强记忆力、听力技巧、听力速度的训练并跨越文化障碍等对策。     

隐喻映射对大学英语阅读教学的启示

受概念隐喻理论启发,提出一种新方法来激活存在于我们头脑中由＂始发模型＂到＂目的模型＂的映射能力,这种映射能力的唤醒旨在促进我们阅读水平的提高。     

Is the Simple View of Reading too Simple?

According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR.     

高等医学院校医学专业英语阅读测试内容效度实证分析

本文从内容效度的主要影响因素入手,基于近5年来某高等医学院校医学专业英语阅读测试试题为样本,以语篇输入视角,进行历时性研究与分析,客观评价某高等医学院校医学专业英语阅读测试的内容效度,提出相应建议,以期对提高医学专业英语测试水平有所裨益。     

Learning Visualization Strategies: A qualitative investigation

The following study investigates the range of strategies individuals develop to infer and interpret cross-sections of three-dimensional objects. We focus on the identification of mental representations and problem-solving processes made by 11 individuals with the goal of building training applications that integrate the strategies developed by the participants in our study. Our results suggest that although spatial transformation and perspective-taking techniques are useful for visualizing cross-section problems, these visual processes are augmented by analytical thinking. Further, our study shows that participants employ general analytic strategies for extended periods which evolve through practice into a set of progressively more expert strategies. Theoretical implications are discussed and five main findings are recommended for integration into the design of education software that facilitates visual learning and comprehension.     

Collaborative Strategic Reading: Findings From Experienced Implementers

Abstract

This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension outcomes of their students participated in a 2nd-year, new cohort of students. Teachers taught multiple sections of ELA or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks. Examining the role of fidelity revealed that CSR was more prevalent in treatment classes than the comparison classes and that ELA teachers had significantly less treatment spillover than the Reading teachers. Findings indicate that CSR was associated with a greater effect when implemented in ELA classrooms compared to Reading classrooms.