Understanding voices from the margins: social injustice and agency in first-year students’ literacy narratives

Abstract

This article analyses literacy narratives of first-year students at a South African university. It uses excerpts from the literacy narratives to explain how this writing genre serves as an outlet for reconstructing experiences of social injustice and agency. The article discusses how students’ experiences of social injustice and their sense of agency intersect to influence their literacy development from primary school to university. The article contends that, although literacy narratives give lecturers access to students’ pre-university learning experiences and their discomforts with university literacy expectations, they also capture aspects of societal injustices and their responses to these injustices.     

Developing academic literacy through a decentralised model of English language provision

ABSTRACT

Students entering English-medium universities frequently struggle to cope with the language demands of their degree programmes, despite having met the English language entry conditions stipulated by their receiving institutions. This can have significant repercussions for the teaching-learning process, for the student experience and for universities’ reputations. Most universities, therefore, have in place some form of in-sessional English language support to develop students’ language proficiency. Such provision tends to be centralised and to offer English for general academic purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. In this article we report on an alternative, decentralised model of language support, implemented in a School of Nursing and Midwifery, and which seeks to develop students’ competency in the language skills required for their Nursing studies and professional practice. Results to date have been encouraging and provide further evidence that such tailored provision offers a potentially fruitful language development strategy.     

信息时代中职教师素质要求及其信息素养的培养

信息时代教育发展的必然趋势和必由之路是教育信息化。信息化教育对中职教师素质提出更高的要求,信息素养作为信息时代中职教师必备的重要素质,急需通过各种形式和渠道进行培训和提高。     

大学英语教师信息素养培养的理论与实践探索

随着信息技术的迅猛发展,大学英语教学的发展和研究进入了前所未有的新阶段。英语教师身处信息化高速发展的时代,这就要求教师们不仅要有良好的专业素质,还应该具备良好的信息素养。时代的变化和进步要求大学英语教师要更新传统的教学方法,运用先进的教学理念,将现代化的信息技术运用到自己的教学实践中。基于此,在明确大学英语教师信息素养的含义的基础上,探讨了大学英语教师信息素养培养的必要性及加强信息素养的策略,以期通过加强大学英语教师的信息素养,进一步提高大学英语教学质量。     

以科学素养为视角的“正式课程”分析模型

科学素养是当代科学教育的中心概念。科学素养理念在理科课程标准和教科书的落实情况是学术界关注的热点。通过相关文献的回顾,笔者整理出当下以科学素养为视角对"正式课程"分析的两种理论模型:"课程重点"和"课程平衡"。本文对两种理论模型及相关的实证研究进行了介绍、评述与比较,希望为我国科学教育工作者研究理科课程标准和教科书提供参考与借鉴。     

论大学英语网络教学中教师的信息素养

以网络环境下大学英语教师的信息素养为研究对象,提出在大学英语网络教学中,教师信息素养应包括敏锐的信息判断意识、较高的信息处理技能及信息与本学科的高效整合能力的观念。采用调查问卷方式,针对大学英语教师在以上三方面的现状进行分析研究,并提出培养与提升教师信息素养的措施。     

Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling

This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.     

中学语文体验教学的缺失与复归

体验教学是中学语文教学的一种新的教学理念,新课标多处强调体验教学是中学语文教学的重要教学方式。过去,由于体验教学的一度缺失,造成学生学习兴趣降低,师生关系对立冲突,知识掌握效度有限,精神世界贫乏等诸多弊端。而采取“重视现有积累,使日常体验上升为审美体验”、“科学设置教学情景,激发学生的主动体验”、“开展丰富的想象活动,直接表达和展示生命体验”等策略,是复归体验教学的有效途径。     

美国大学图书馆游戏服务的调查与思考

通过网络调查,总结出美国大学图书馆提供游戏服务的几种方式,如游戏资源借用、举办游戏主题活动、开发信息素养游戏、将游戏应用于信息素养教学。分析游戏对于大学图书馆读者服务具有的几点价值,如形成特色馆藏、创新服务内容、宣传图书馆服务、开展信息素养教育。在此基础上对我国大学图书馆开展游戏服务提出建立游戏馆藏、开辟游戏空间、开展游戏活动、在图书馆服务工具设计中融入游戏理念、将游戏与信息素养教育相结合的5点建议,供国内大学图书馆开展相关服务参考。     

高中地理核心素养与课堂深度融合策略研究

高中地理核心素养的培养需要融入课堂教学中,教师要把提高学生的学科素养作为地理教学的重要目标。教师要围绕地理核心素养培养,从人地协调观、地图解读能力、空间思维能力、地理实践能力、多媒体教学、地理问题生活化等方面促进学生地理思维能力的提高。