浅析词义认知在语言交际中的作用

词义认知的目的是为了理解语言,理解语言是为了更好地进行交际。本文主要从两个方面来论述词义认知在语言交际中的作用,一是对于汉语成语的词义认知方面,应该既把握住句子的句式和语法结构,还要把握好语境,避免望文生义。在对汉语四字格认知时,切记不能生搬硬套地,要把握好词与词之间的关系。二是对于话语交际中的词义认知方面应跨越文化差异,充分把握好原话语的精神境界。最终本文意在说明词义认知在语言交际中的重要性。     

Eclipse开发环境中Android应用程序获取蓝牙设备过程研究与实现

蓝牙技术由于具有方便、快捷和灵活等特点已在近距离无线通信中广泛应用。Android系统由于具有开放性、对接口和功能的拥有无需授权等特点,作为智能终端设备操作系统已得到广泛应用。本文以Eclipse开发环境和Android操作系统为基础,研究了蓝牙设备之间扫描、开启、配对、获取设备地址的过程,并在相应开发环境下实现这些功能。     

创建儿童体验教育乐园——宋庆龄体验中心的建设与运营

场馆体验教育是构建助力少年儿童成长的场馆教育乐园的根本。宋庆龄体验中心自筹建以来,遵循教育规律,按年龄段匹配教育主题来进行场馆设计;赋能展项、展区教育基因,为场馆体验教育构筑基础;构建场馆教师、学校教师、教研员“1+1+1”的研发模式;将展项作为教具/学具/玩具,研发具有自主性、探究性、实践性、开放性、综合性的跨学科综合实践体验课程。     

激发课堂活力的“五步教学法”

初中思想品德课对学生形成正确价值观有一定的影响,课上采用"五步教学法"能够激发思想品德课课堂活力,达到更好的教学效果。     

基于PBL与TBL协同效应的本科课堂的组织设计

以问题为基础的学习和以团队为基础的学习虽然强调的教学方法有所不同,但是两者有相互融合的基础。把两种教学方法相结合,发挥两种教学方法的协同效应,会取得更佳的教学效果。将这种结合概括为PT教学模式,即六程式教学模式。六程式教学模式有其明确的运行程式和应用条件。在教学实践中六程式教学模式获得了较好的教学效果。     

从跨文化交际看中国留学生的文化失语现象

文化失语现象指留学生中国文化的缺失,难以用英语自如的表达中国本土文化和中国特有的文化。从跨文化交际的角度研究留学生的文化失语现象,针对中国留学生文化失语严重阻碍了跨文化双向性交流和中国文化推广的现状,找到留学生文化失语的原因:留学生对中国特色文化的缺乏;留学生交流的对象对中国基础文化知识的欠缺;留学生跨文化交际能力培养不足。因此提出留学生文化失语的对策:在跨文化交际中要坚持两种文化的平等性,相互尊重的原则;培养跨文化交际能力,从而达成成功有效的跨文化交际。     

浅谈中学英语教学中跨文化交际能力的培养简

近年来,随着改革开放步伐的加快,对外交往日益频繁,国与国之间的交流也越来越广泛,特别是社会信息化提高,国际互联网的开通使更多的人足不出户便涉及到跨文化交际。为了提升国人应用英语进行跨文化交际的能力,研究跨文化交际中的故障问题,对于中学英语教学有着重大的实际意义。     

Reflective teaching: theory within classroom practices

The core of the Senate Bill 2042 (1998) was designed to provide the guidelines needed to prepare teachers who can meet the needs of a diverse K-12 student population in California. Following the guidelines marked by this bill, faculty working in Teacher Credential Programs across California are designing activities to prepare candidates with a deep understanding of effective pedagogies applicable to a full range of students. A key component in this preparation is to provide teacher candidates with opportunities to critically read and reflect on theory and research. Understanding the importance of this component, I designed an assignment, Quadruple Entry Journals (QEJ), which asks teacher candidates to first, critically read texts on theory; secondly, to reflect and analyze those texts; thirdly, to reflect on the reflections of their classmates; and, finally, to connect these theoretical reflections with practice. In this article, I explain the pedagogy followed when implementing QEJ with teacher candidates. Their feedback showed that when theory and research are cooperatively analyzed by teacher candidates, they better understand the connection between theory and practice, thus creating a deep understanding of what to teach and how to teach.     

Enhancing learning,communication and public engagement about climate change – some lessons from recent literature

This paper sets out to develop key messages for the theory and practice of environmental education from a review of recent research literature on climate change communication (CCC) and education. It focuses on how learners of climate science understand messages on climate change, the communicative contexts for education on climate change, the barriers that can be found to public engagement with climate change issues, and how these barriers can be addressed. 92 peer-reviewed studies were examined. The analysis focuses on the goals and strategies of CCC, and how barriers can be addressed given the research findings on: (a) the content of CCC, (b) visualizations, (c) framing, (d) audience segmentation. The paper concludes that CCC and education need to address barriers to public engagement on several levels simultaneously. It recommends that scholars of environmental education focus critical attention on how practice addresses senses and spheres of agency; sociocultural factors; and the complexities of developing scientific literacy given the interpretative frames and prior understandings that are brought to bear by the public in non-formal education settings.     

Supporting pre-service teachers to enhance the effectiveness of their classroom practice through engaging with the ‘voice’ of their pupils

The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts.