终身教育视野下成人体育教育现状及框架研究*

在终身教育的视野下,将体育人口最薄弱的成年人作为研究对象,对其参加体育活动的现状及影响因素进行调查,并对成人体育教学框架进行梳理,以期有效提高成年人的健康水平,培养终身参与习惯。     

Exploring the relations between epistemic beliefs,emotions, and learning from texts

Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics.     

Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.     

FrameNet对词典编纂的启示——以柯林斯COBUILD英语词典为例

以FiIlore的框架语义学为理论基础的FrameNet,旨在通过对真实语料的分析和研究,建立起可以从不同的视角理解词义的语义框架。它指出对于词义的描述必须与其所在的认知概念框架相联系。FrameNet将每个词都放到不同的场景之中,形成每个词的语义框架,这样使用者在使用的过程中可以在头脑中构建出一个完整的语义框架,对于词义的理解自然也就比较深刻。而这正是目前传统的字典所需要加以完善之处。鉴于柯林斯COBUILD英语词典也是基于真实语料库所编纂的,两者在语料来源的本质方面不谋而合。本文选取两者进行对比,以期FrameNet可以对未来的词典编纂有所启示。     

“大不了”的情态语义探析

从情态的角度考察“大不了”的语义内容,可以对“大不了”的四种用法之间的区别和联系有一个清晰的认识。“大不了”在语言使用中可以表达认识情态、道义情态、评价情态三种不同的情态语义,但在语用功能上却表现出一致性,都反映出说话人对命题内容的严重程度进行主观小化,持有不以为然的主观态度。本文最后对“大不了”的主观性特征进行了考察,认为不同语义内容的“大不了”包含的主观性强弱存在一定差别。     

英语名名复合词意义构建的认知分析

复合词是英语的重要构词手段,英语名名复合词在日常语言交际中普遍存在。认知语言学的研究成果为词汇意义研究提供了新的视角。本文拟从概念整合和语义框架视角分析英语名名复合词的意义构建。     

土木工程专业毕业设计常见问题解析——以高层框架结构设计为例

结合土木工程专业教学的重点,以高层框架结构设计为例,讨论毕业设计中的常见问题。总结了框架结构设计的流程,分析了结构布置、电算控制指标、梁柱线刚度、荷栽计算、内力计算及组合、截面设计等环节中的学生易犯的错误,提出正确的做法,为土木工程毕业设计的教学提供参考。     

VB动画设计原理及其实现

VB作为一种简洁易用的可视化编程工具,在动画设计方面更有其独到的一面,提供了一种简洁有效易学的制作动画方法。文章就VB动画设计原理及实现方式作了简单介绍。     

从框架理论看文学翻译中认知框架的构建

从认知语言学的框架理论来看,文学翻译的困难之一是读者认知框架的缺损问题。文学翻译者的一个重要任务就是要在读者头脑中构建新的认知框架,以弥补读者认知不足的缺憾。构建认知框架的途径可以有文内方式、互文方式和文外方式,其中直接影响翻译效果的是文内方式,互文方式和文外方式则对译作有着间接、长远的影响。     

动态认知逻辑视域下的知识与信念

对于话语交流中知识与信念变化的研究主要采用两种技术路线：一是数值方法。数学与计算机学界常用的方法;一是符号逻辑方法,用逻辑或者数学的方式进行形式刻画并提供结构模型。而以当前兴起的动态认知逻辑为切入点来讨论知识与信念变化的形态、动机、过程等问题,为其提供切实可行的逻辑语言表述与结构模型．必然会拓宽用符号逻辑方法研究知识与信念变化的途径。