大学英语阅读中叙述性语篇的主位推进模式解析

叙述性语篇是阅读中的最常见类型,应用主位推进模式进行叙述语篇分析,能够有效提升学生独立分析叙述性语篇的能力,提高学生阅读分析能力,从而促进大学生对英语阅读综合能力的提升。     

On competences and values: from the desire to educate to educating the desire of being

The competence discourse issued by the Colombian Ministry of National Education defines an ontological duty, a set of logics for the education of subjectivity. Some interesting elements result from this analysis. The first level, or denotative level, manages a management or business cultural code. This code is closely related to the second level or connotative level linked to certain values translated, as Saussure says, into an ideology or myth: the myth of rational market in this case. This is the performing work of discourse, that language game that entails the promise of future success and happiness.     

Performativity and pedagogising knowledge: globalising educational policy formation,dissemination and enactment

Critical policy scholars have increasingly turned their attention to: (1) the work of policy actors engaged in globalised and globalising processes of policy formation, (2) the global flows or movements of education policies across multifaceted, hybrid networks of public–private agencies, and (3) the complex politics of global–national policy translation and enactment in local school contexts. Scholars have emphasised firstly, the economic turn in education reform policies, a shift from a social democratic education orientation and secondly, policy convergence towards a dominant neoliberal political agenda. This paper suggests that Bernstein’s concepts of the totally pedagogised society (TPS) and the pedagogic device, as the ensemble of rules for the production, recontextualisation and evaluation of pedagogic discourses may add to this corpus of critical policy scholarship. It does this by firstly reviewing the take up of Bernstein’s concept of the TPS in the critical policy sociology literature, arguing that this interpretation presents a largely dystopian account of globalising educational policies. In contrast, the paper argues for and presents an alternative open-ended reading and projection of Bernstein’s concept of the TPS and pedagogic device for thinking about globalised processes and devices of the pedagogic communication of knowledge(s).     

论微时代情境下高校思想政治教育话语权建构

在互联网技术快速革新的进程中,以微博、微信为代表的网络交互平台吸引了大量的网民,从而形成了强大的“微时代”话语场域,其话语载体的开放性、大众化,话语发布的便捷性、碎片化,话语传播的交互性、隐匿化等对高校传统的思想政治教育话语权建构形成了极大的冲击和挑战,而“微理念”滞后、“微平台”欠缺、“微内容”僵化是建构微时代情境下高校思想政治教育话语权所需要克服的阻抗因素,用包容的思维方式接纳、科学的工作方法驾驭、长效的眼界发展是建构具有主导效应的高校思想政治教育话语权的必然路径。     

一类正整数n的广义k-有序分拆问题研究

文章主要研究以正整数n的广义k-有序分拆为求和下标,表达式为各分部ci作初等对称多项式变换后的求和计数公式。研究过程主要依据从特殊到一般的思想,运用组合分析和数学归纳法,最终得到这类问题一般情况下的计数公式。     

Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource

This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.     

Still in the LEGO (LEGOS) room: female teachers designing curriculum around girls’ popular culture for the coeducational classroom in Australia

While the issue of boys’ dominance of the curriculum has a long history, the article examines this phenomenon in a contemporary context, through an empirical study with female teachers designing English curriculum around girls’ media in a coeducational secondary school in Victoria, Australia. In this space, teachers, and the researcher, produce and perform both individual gendered identities and plans for the identities of future student subjects, while negotiating subject positions made available to girls and women in broader social contexts. In this instance, negotiations that take place during the development of a unit of work on Mattel's Barbie website form the basis of feminist discourse analysis, enabling us to ‘take stock’ in thinking about what curriculum design is, about where the past is situated in relation to the present, and to question why, within a discursive feminist/postfeminist entanglement, the heritage of feminist intellectual thought in this area seems absent.     

It ain't just what you do and the way that you do it: why discourse matters in higher education communities of practice

A number of Australian universities have established and sponsored interdisciplinary communities of practice (CoPs) to develop teaching and learning. CoPs are popularly defined as groups of people who share a passion for something and, together, learn how to do it better. Without further specification, this definition is of limited use in understanding intentionally established CoPs in higher education settings. The term CoP is used and applied in a range of ways in higher education and has been accompanied by some scholarly debate about the meaning and relevance of CoPs to academe. The prevalent response to such debate has been to propose typologies. While typology can be useful, epistemology and discourse are also significant in understanding and developing higher education CoPs. In this paper I focus on discourse surrounding CoPs as a conceptual and developmental factor which has been insufficiently considered in the literature on higher education CoPs. I draw on findings from interviews with 33 CoP members and facilitators in three Australian universities. My findings indicate that discourse surrounding CoPs is significant in shaping notions of participatory value. Connecting with the literature, my findings also reveal a ‘big D’ Discourse of collegiality whereby CoPs offer social support and knowledge sharing to build capacity, as well as spaces in which a collegial academic identity can thrive. This coincides in complex and unpredictable ways with a Discourse of managerialism. I conclude that discourse should supplement typology and epistemology in adaptively shaping understandings of contemporary higher education CoPs and their future development.     

‘I don't read fiction’: academic discourse and the relationship between health and physical education

The relationship between health (H) and physical education (PE) has long been the subject of debate. Recently, however, the obesity crisis has raised this relationship to a new level of attention. At the risk of simplifying things, there are two ‘positions’ that seem to characterize the discourse regarding this new relationship. One position considers that the main mission of PE should now be the ‘war on obesity’. Advocates for this instrumental position tend to do research, using interventionist strategies focusing on (H)PE as a site for the promotion of physical activity. The other position argues strongly for the foregrounding of educational purposes for (H)PE and tends to pursue research by means of sociocultural research paradigms such as phenomenology, poststructuralism or critical theory. Importantly, these ‘positions’ draw on different literatures and discourses. Seldom do the advocates of these two positions speak to each other and, if and when they do, they seem to speak different languages. In this paper, I discuss the notion of academic discourse and explore, with some examples from conferences, how the conventions of academic discourse are (mis)understood and accordingly confound the development of more considered responses to the relationship between health and PE.