语用学视域下法庭问答互动合作的研究

在简要介绍当前法庭审判问答现状的基础上,着重用会话合作原则相关理论分析法庭审判问答中各方的互动与合作,进而探究不同目的关系说话者之间不同的言语行为对推动法庭审判的影响.研究目的在于,通过描述法庭各方会话合作的言语行为特征,分析会话合作原则相对于庭审的适用度,总结得出不同程度的五种合作形式以及庭审不同角色采取的语用策略.为进一步探讨庭审问答的合作现象提供一定的参考意义.     

基于Wilson模型改进的物流节点空间作用分析

空间相互作用是物流空间学研究的主要内容之一。将物流空间相互作用定义为在经济、社会等因素的综合作用下,物流节点区域间通过物流设施和交通设施围绕着“物”的交流而产生的相互联系。在Wilson模型改进的基础上,以干扰因素为出发点,分两种情况进一步对节点间空间相互作用效果进行确定。     

公共服务视角下的城乡教师互动发展——以成都市武侯区为案例

教育作为一种公共服务产品,为个人发展提供了较为基础、全面且十分必要的知识与技术支撑。城乡教师互动发展对统筹我国城乡教育资源、加快城乡教师队伍发展具有重要的启迪作用。成都市武侯区在优质教育"全域成都"满覆盖思想指导下,从相关职能部门到各子系统,都在以"联手搭建资源共享平台,双方教师共同提升"的宗旨下,以名师资源为主导,创新合作形式;以"共同体"为目标,创新活动内容;注重人文关怀,加大保障力度,从而创新城乡教师互动发展的实践活动。     

基于任务的大学英语口语课堂互动教学模式探讨

在大学英语口语课堂中实施任务型教学法,实现师生、生生互动交流,应该选择合适的教学内容,对任务进行合理设计,细化各阶段的任务,调动学生参与活动的积极性,使学生在完成任务的过程中逐步形成运用语言的能力,向交际性口语转化。     

Socio-emotional connections: identity,belonging and learning in online interactions. A literature review

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their ‘virtualness’, and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students’ emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning.     

Muscular superheroes and girly ducks: Gender talk using comics in the classroom

This paper explores how participants in a Swedish secondary school do gender talk with comics. Swedish schools are tasked with working with gender, but this can be a challenge for many teachers, and finding materials to work with gender aspects can be difficult. Meanwhile, literary research on comics has shown them to be a potential tool for problematising gender, but little educational research has investigated the gender discussions that comics can promote. Therefore, using conversation-analytical methodology, we have documented situated classroom talk through video observations, focusing on the social construction of gender. Five excerpts are shown, where different aspects of gender talk are displayed and discussed. Results indicate that although students deconstruct and criticise gendered binaries in characteristics and behaviour from comics' imagery, this critique remains superficial, revolving around the hypersexualised body imagery of the muscular superhero the Phantom or the outdated femininity of the girly Daisy Duck. Although comics present an opportunity for discussions of norm critique in the classroom, we suggest that more social-realistic comics, wherein gender roles are more subtle and nuanced, be used for furthering the research on this topic and allowing students more width when it comes to deconstructing gender binaries.     

区域创新系统与区域主导产业互动的机理及绩效评价研究

从主体因素、区位因素和目标因素三个方面分析了区域创新系统与区域主导产业的关联性,然后从"系统结构"和"系统功能"两个视角分析了两者的互动机理,在此基础上构建了基于模糊积分的互动绩效评价模型,并以黑龙江省为例进行实际应用,最后提出了促进区域创新系统与区域主导产业互动发展的宏微观对策。     

历史深处有回声(三):近代科技社团与社会的互动对当代的启示

科学与社会环境之间表现出明显的互动关系,一方面科学的发展需要社会提供宽松适宜的生存环境,;另一方面也需要科学组织和科学家通过其活动和行为规范来影响科学的生存环境。在近代科技社团发展过程中,科技社团通过发挥其功能,为社会的科学化、民主化创造条件,从而也为自己的自组织演化创造着条件。近代科技社团与社会环境的互动中亦有很多值得当今科技社团借鉴之处。     

特征与启示：中学地理课堂师生互动的个案研究

采用文献资料法、问卷调查法、数理统计法等,从强度和方向的视角,对福州市某中学一个班级的43名学生和1名地理教师在地理课堂教学中的互动进行研究,探讨中学地理课堂中师生互动的特点与问题。结果显示：被试班级地理课堂中师生互动具有如下特征：1）由教师主动发起的互动主要集中在班级中的个别学生身上;2）学生没有主动与教师进行互动;3）学生之间几乎没有发生互动关系。笔者认为：在中学地理课堂教学中,教师应改变自身的教学方式,均匀地分配与学生之间的互动关系,同时,多引导学生之间进行互动学习。