论外语教师在自主学习中心中的角色定位

培养学生自主学习能力,自主学习中心扮演着重要角色。本文以自主学习理论为基础,介绍自主学习中心的功能和设施,阐述英语自主学习中心对教师的挑战以及教师在自主学习中心所扮演的角色。     

春秋乱世背景下的红妆们——从《国语》中的女性人物看春秋先人的女性观

《国语》是“以国分类”,“以语为主”编撰的我国第一部国别史,它以朴实凝练的语言记载了西周末年至春秋时期（约公元前967年-公元前453年）活跃在周、鲁、齐、晋、郑、楚、吴、越八国历史舞台上的人物和事件。女性作为政治交锋中不可小觑的一股力量,在《国语》中也被着墨甚多,由于历史的浩瀚和史书的限制,《国语》中有记载的多为贵族女性。她们有的知礼守法、勤劳节俭、聪慧机智、仰照后代;有的醉心权术,心狠手辣、狡猾阴险、惨淡收场。在这些女性角色身上也或隐或显的寄寓了先秦古人关于女性的品性、美德、价值、情感等多方面的评判标准,体现了时人以礼法为准绳的妇女观。     

中国古典戏曲中“青楼剧”与晚清狭邪小说之比较

狭邪小说与中国古代的“青楼剧”都是对妓女的情感、人生和命运进行关注的叙事性文本。本文试从创作主旨,行为主体之关系,人物形象及大团圆结局模式几个方面,把中国古典“青楼剧”与晚清狭邪小说作一比较,以求厘清二者之关系。     

试论网络环境下的大学英语教师角色定位

随着现代教育技术的发展,高校数字化校园建设正日臻完善,网络教学将不可避免地成为英语教学的重要手段.传统的师生角色、教学环境、教学资源也将发生相应变化.论文以Marion William ＆ Robert L. Burden的社会建构主义理论为基础,前瞻性地讨论了影响大学网络英语教学过程的各个组成因素,探讨了在大学网络英语教学中如何进行英语教师角色定位问题.     

大学英语CALL教学模式中的角色定位探讨

当前,CALL教学模式已进入了贵州各地方高校的英语课堂,但由于很多大学英语教师对该教学模式中教师、学生和计算机三个主要教学元素认识不足,导致他们在具体应用CALL教学模式的过程中遇到了很多问题与挑战。因此,大学英语教师应正确认识CALL教学模式下教师、学生和计算机的角色,这是确保大学英语教学活动顺利和成功开展的关键。大学英语教师在开展CALL教学活动时,必须要正确发挥自己的角色功能和作用,恰当和合理地利用计算机、多媒体和网络等媒介,更要积极引导学生进行角色转变。     

走近"农远"管理员

实施农村中小学现代远程教育工程,是推进农村教育跨越式发展的重要途径,实施中,尚存在着不同程度的问题,其中管理薄弱又是其一大瓶颈。本文通过对作者所在地区部分试点学校的调研,从设备维护、资源管理及教师培训等方面对该工程管理系统中设备管理员的基础而又关键的作用进行了梳理,并就其自身存在的问题给予了分析与建议。     

Understanding student evaluations of teaching in online learning

In this paper, we have developed a classification model for online learning environments that relates the Instructors Overall Performance (IOP) rating (according to students’ perceptions) with the course characteristics, students’ demographics and the effectiveness of the instructor in his/her teaching roles. To that end, a comprehensive Student Evaluation of Teaching (SET) instrument is proposed, which includes not only conventional teaching elements, but also items that encourage twenty-first century skills. The goal of the study is twofold: (i) to quantify the extent to which the selected variables explain the IOP rating, and (ii) determine which teaching and non-teaching variables most affect the IOP rating. The best performing classifier achieved a competitive accuracy, highlighting that the selected variables mainly determine the IOP values. Other important findings include: (i) the IOP value is mainly influenced by the effectiveness of the instructor in his/her teaching roles; (ii) teaching strategies that involve the cooperation between the technical and pedagogical roles should be promoted; (iii) the pedagogical role has the highest impact on the final IOP value; and (iv) the most influential demographic variable is the student’s status (working commitments and family responsibilities).     

信息时代教师角色的定位

21世纪，信息技术发展迅猛，对教育的冲击很大，教师如何适应新教育技术革命的浪潮显得至关重要，教师应该审时度势，重新定位自己的职业角色。在新教育技术条件下教师角色包括：指导者、合作者、心理保健员、信息资源的设计者和查询者、研究者、学习者。     

Towards professionalisation? Restructuring of administrative work force in universities

This article examines the restructuring ofadministrative staff in universities throughempirically documenting such processes andproviding a theoretically foundedinterpretation and analysis of change. Theempirical material is drawn from a context ofNorwegian universities the last two decades.Two major changes can be observed in thisperiod. First, a period of steep growth inuniversity administration in early 1990sfollowed by a period of moderate growth and insome cases even decline. The second dominantdevelopment pattern in the 1980s and 1990s isthe change within administrative staff,which could be interpreted as a professionalisation of administrative staff.The article concludes by presenting possibleexplanations to the structuring of theadministrative work force in universities onthe basis of different theoretical approachesto organisational change.     

Gender and social class differences in Japanese mothers’ beliefs about children's education and socialisation

Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers’ beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers’ expectations of their daughters’ educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children.