Research on Instruments of Formative Assessment for Differentiated Language Teaching

Formative assessment is crucial to differentiated language teaching.To ensure the quality of differentiated teaching,some assessment instruments should be adopted during formative assessment,such as differentiated learning portfolios and group activity journal.The effective application of these instruments can also improve the students’ autonomous language learning ability.     

民俗体育活动在丰顺县的现状研究--以“埔寨火龙”为例

该文运用文献资料法、访谈法、实地考察法和逻辑分析法等研究方法,对民俗体育活动——“埔寨火龙”在丰顺县的现状进行了相关研究,研究结果表明:“埔寨火龙”在丰顺县的发展呈现出极强的活力,拥有较好的态势,获得人民的高度关注;提出了目前“埔寨火龙”活动在丰顺县所存在的安全和经费来源问题,针对所存在的问题提出了相关建议,以期对民俗体育活动的发展给予启迪。     

从接受美学角度看辜译元散曲之俗文化翻译

元散曲,作为一代文学元曲的重要组成部分,有着明显的俗文学特征,而向俗文学的转变正是中国古典文学的一个重要转折点,遗憾的是有关元散曲的译作和研究甚少。文章在接受美学视界下以辜正坤所译《元曲一百五十首》为例,探讨元散曲翻译中根据读者＂期待视野＂和＂审美距离＂等接受美学特征,对元散曲翻译时下俗字词、用典和内容风格的把握和处理进行研究,以达到＂人类共有＂的功能的审美愉悦。     

现场总线技术及发展趋势

论述了现场总线的概念和特点、现状和发展趋势以及我国发展现场总线的设想     

公共政策工具论视角述论

在概要论述公共政策工具论视角形成的背景、主要研究路径、主要研究成果、主要优点以及不利之处的基础上,展示该领域呈现的发展趋势。     

新生研讨课与课堂思想政治融合的教学实践研究

新生研讨课是面向全校开设的任选选修课程,该类课程采用小班专题讨论的形式开展。为了将课程思政融入专业课程教学,充分挖掘每门课程的育人内涵,结合中国地质大学（北京）开设的“现代化生活中的测控技术与仪器”新生研讨课,分析了该类课程的授课内容、授课难点和授课过程。在个别专业知识点中有机融入课程思政的内容,革新了课程考核评价和课程总结方式,分享了该门课程的教学心得,总结了将课程思政和课堂授课内容有机融合方面的经验。同时,让学生开展创意设计和分享的过程,也值得推广。     

Instruments to assess students’ critical thinking—A qualitative approach

Critical thinking (CT) skills are essential to academic and professional success. Instruments to assess CT often rely on multiple-choice formats with inherent problems. This research presents two instruments for assessing CT, an essay and open-ended group-discussion format, which were implemented in an undergraduate business course at a large public university. The topics were intentionally chosen to be digitally-related (internet access and social media) since they raise complex issues, are applicable in many disciplines, and students are avid users, thereby making these instruments relevant, multidisciplinary, engaging, and multifaceted. These instruments may be adapted to enable educators to effectively assess undergraduate students’ ability to think critically. Qualitative analysis of the verbatim data with NVivo helps demonstrate the instruments’ efficacy in assessing CT, with (1) high-quality responses receiving high grades, and (2) overarching themes identified by content analysis, that coalesce into the three dimensions of social justice theory (distributive, procedural, and interactional), thus illustrating students’ consideration of complex fairness norms and societal needs. Excerpts of student responses are provided as illustrations of the indicators/evidence of critical thinking. Educators can use these instruments to first assess students’ CT skills, and then devise targeted interventions to improve the quality of students’ thought processes.