高职英语视听说课程基础理论之探讨

随着高校英语教学改革步伐的不断加大,视听说英语课程的日趋成为高校英语教学的一门基础性课程。高职英语视听说教学体现了高职教育以＂学习者自主＂为核心的教学理念,它基于语言学习规律的内在要求,是心理学和教育学发展的必然,深入研究高职英语视听说教学的理论基础,对优化课程设计、完善情景创设、提高教学效果等有重要的意义。     

Effects of three instructional approaches in adolescents' physical self-concept

Abstract

The purpose of this study was to examine the effects of three instructional approaches in secondary education students' physical self-concept after the implementation of an ultimate learning unit. A total of 274 (males: 151, females: 133) students (12 to 17 years of age) from an urban, coeducational high school (grades 8th to 12th) agreed to participate. They were distributed into three study groups in each grade: one group was taught using a Traditional approach (TRAD), another group was taught using the Sport Education model (SEM), and a third group was also taught using the Sport Education model and self-made materials (SEM-SM). The AF5-Self-Concept Questionnaire was administered to assess physical self-concept. The results showed that only the students in the SEM-SM group significantly increased their physical self-concept from initial to final tests. Self-made materials seem to have a significant positive effect, possibly due to their constructivist basis.     

许慎《说文解字》“亼部”及所从字考辨

许慎《说文》对＂亼＂的解说,历来受到学者的质疑。但由于缺乏文献用例,无从印证其音义。考之于甲文、金文字形以及＂亼＂所从之字,确证＂亼＂实为＂口＂之变形＂,口＂既可是人之口,又可为动物之口,还可作器皿之口。由于契刻的缘故,曲笔常呈直笔,故＂口＂一变为△,再变为＂厶＂,终变为＂亼＂和＂亽＂。许慎未能准确释读此字,导致对从＂亼＂之字的解说,大多出现偏差。     

基于建构主义理论的高职高专英语口语教学改革--以引进PETS-2级口语为例

本文在建构主义理论指导下,探究高职高专英语口语教学改革的方法,并引进了全国公共英语等级考试（PETS-2级）,作为高职英语口语教改的一种尝试。     

突破性创新团队智力资本评价体系的理论构建与实证检验

团队智力资本是智力资本研究的一个重要而又相对薄弱的分支,迄今为止关于创新团队(特别是突破性创新团队)智力资本测评的研究文献屈指可数。在文献回顾的基础上,本文界定了突破性创新团队智力资本的概念,基于前人相关研究成果和前期定性访谈结果确定了其量表的构成维度以及各维度的测量指标(题项),即完成了突破性创新团队智力资本量表的理论建构,进而对该量表的信度与效度(包括内部一致性、收敛效度、区别效度和律则效度)进行了实证检验,并最终开发出具有较高信度和效度的突破性创新团队智力资本量表。研究结果表明,突破性创新团队智力资本量表由3个维度(团队人力资本、团队关系资本和团队结构资本)和14个测量指标构成。     

构建教师网站 转变师生关系

信息技术的发展冲击着整个现代教育,更促使传统的教育思想、教育行为、教育体制、教学模式等发生一系列的变革。本文从建立良好师生关系的角度出发,指出建立教师网站的必要性及此类网站应具备的特性。最后还就构建教师网站应注意的问题作了一些探讨。     

Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching

The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary science teacher educators and researchers were highlighted.     

建构主义理论与高校双语教学改革对策

双语教学是外语习得的最高层次,也是中国21世纪教育发展的方向之一,而建构主义则是双语教学的教育学理论基础。本文对指导双语教学的教育学理论以及高校双语教学改革过程中存在的问题进行了深入分析,并提出了相应的对策。     

建构主义学习理论及其对教学的影响

建构主义学习理论在 2 0世纪 90年代的兴起 ,被称作教育心理学中所发生的一场革命 ,它强调以学生为中心 ,视学生为认知主体 ,教师是学生主动建构意义的合作者和促进者。本文拟从知识的本质、学习的发生及师生的角色三个方面分析介绍建构主义学习理论及其对教学活动所产生的影响。     

建构主义学习理论与化学课堂教学

建构性学习是一种自我调节的学习，建构主义学习理论强调在教学中应以学生为中心，教师是意义建构的帮助者，在课堂教学实践中利用情境、协作、对话、意义建构等要素充分发挥学生的主动性、积极性和创新精神，使学生能有效地实现对所学知识的意义建构。根据建构主义学习理论，对化学教学方式方法进行探讨。能使化学教学更好地适应时代和社会的要求。