Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.     

探讨《挪威的森林》伦理错乱的现实象征

作为村上春树首次以现实主义创作的小说,《挪威的森林》在诸多方面取得了巨大的成功,是为日本乃至世界文坛的不朽丰碑。书中巨大的文化思考和丰富的主题意蕴,构建起了该书享誉文坛的基础,长期以来文学界对该书的判读也主要从这一立足点出发。在此主要选取书中伦理错乱的现实象征这一切入点,对本书作简要解读,力求更加接近作者的写作意图和小说的艺术真谛。     

也谈记号字

在目前中国语言文字学界,关于汉字和记号、记号字之间关系以及记号字的认定问题,各家观点不一。记号的基本定义是为引起注意,帮助识别、记忆而做成的标记。从图画到图画文字,从甲骨文但现今简化字,所有这些都可以说是标记中华民族语词的记号。记号与符号的意义基本相同,人类的语言符号就是各民族的文字字形,也就是记号。各民族的语词符号的异同并没有影响人们表达相同的心理经验。