英国出版培训述略

英国是世界上出版业很发达的国家之一,也是出版教育开展较好的国家之一。本文对英国的出版培训教育历史、现状和特点作了介绍。认为英国出版培训历史长,课程丰富,特点鲜明。英国出版培训中心作为正规出版教育的补充,大大提高了英国出版业从业人员的水准。其课程实用性强,理论联系实际。值得中国同业借鉴。     

论现代远程教育信息资源系统的建设

现代远程教育信息资源系统应按照先进性、实用性、规范性、开放性、经济性的原则确立。要突破传统的设计思路、设置完善的系统功能、采用合理的系统结构,采用高效的信息采编系统、混合式体系结构、分层分布式数据管理模式和最新的流媒体技术,以及综合安全措施。图5。参考文献5。     

民国军官短剑考释

民国军官短剑在中国历史上匆匆而过,加之政治原因,使本来很平常的物件变得扑朔迷离。据文献与实物考证,民国军官短剑实际发源于庐山军官训练团时期的＂庐山剑＂,陆军军官学校中的＂中正剑＂只是对＂庐山剑＂的改进与发扬,后来才衍生出形形色色的军官短剑,1936年把短剑列入陆军服制。短剑的名目繁多,每种说法都有其来源,实际其真实的名字就是短剑。它的产生是在特殊背景下,各种因素促成的结果。     

工科本科生应用能力培养的实验教学改革构想

本文基于高校实验教学的现状，从教学内容、教学方式、考核方法等方面的存在问题进行分析，提出相应的改进措施构想，以适应我国建设的人才需求。     

Becoming aware of cinematic techniques in propaganda: Instructional support by cueing and training

Cinematic techniques are used to induce biased interpretations of historical videos. Therefore, awareness of these techniques is necessary when working with videos as historical sources. Two studies investigated the effects of training and cueing on the analysis of propaganda. Whereas training benefitted the identification and interpretation of cinematic techniques in propaganda, cueing cinematic techniques on a category level (e.g., camera angle) resulted in less specific analyses with regard to identifying the techniques and hardly affected the interpretation of the techniques' effects. In contrast, more specific manifestation cues (e.g., low angle shot) resulted in more specific analyses and positively affected giving correct interpretations of the cinematic techniques' effects. Interestingly, the effects of cueing were not just observed for practice clips, which included cues, but transferred to test clips, which did not include cues. Overall, these studies constitute a starting point for investigating the effects of cueing on the analysis of propaganda.     

多媒体网络环境下学习者翻译能力培养策略的实证研究

在翻译能力结构分析和培养策略探索的基础上，采用翻译测试和问卷调查两种实证研究的方式，着重考察了在多媒体网络环境下，“以学习者为中心”的“过程教学法”对学生翻译能力的影响。通过对实验组和控制组进行一个学期的培训后，数据分析结果表明，此教学法对提高学生的翻译能力具有明显成效。     

Effects of fluency training on reading competence in primary school children: The role of prosody

Reading fluency defined as speed, accuracy, and prosody, is a critical component of reading development. The purpose of this research was to compare the efficacy of automaticity versus prosody programmes on reading comprehension. The study included 122 Spanish primary-school children (74 second and 48 fourth graders), randomly assigned to one of three groups: (a) automaticity training, which consisted of repeated reading with a focus on speed and accuracy plus phonological and orthographic awareness activities; (b) prosody training, which consisted of repeated reading with a focus on expressiveness plus prosody sensitivity activities; and a (c) ‘no treatment’ control group. Multiple measures were used to determine pre-post training performance in reading fluency—automaticity and prosody—and comprehension. Prosody training proved superior to automaticity training in promoting automaticity and prosody. Prosody and automaticity training in fourth graders resulted in superior sentence comprehension compared to controls. The importance of prosody for reading development in primary school is discussed.     

Early years teachers and the influence of Piaget: evidence from oral history

In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an important documentary source, but evidence is also available through oral history in the living memories of practitioners themselves. This paper draws on the testimony of early years teachers who began their careers between 1927 and 1955 and continued teaching into the 1960s and 1970s. The account below begins with reflections on psychology and education in the early decades of the twentieth century drawn from a 1936 conference organised by the Nursery School Association of Great Britain, and from a widely used textbook that represents the gradual trend towards ‘fragmentation’ of educational theory into a multiplicity of disciplines. Reference is then made to two popular textbooks by prominent Froebelians, Brearley and Hitchfield, and by Ruth Beard illustrating the growing influence of Piaget as a post facto rationale for a pedagogy that was proceeding by instinct. Walkerdine, Lister and Hall are researchers who have investigated from various angles the impact of Piagetian psychology on primary practice, but the process whereby this translation from the laboratory to the classroom takes place is one that demands further investigation. Vital evidence lies in the living memories of early years teachers whose careers spanned the 1930s to the 1970s and a rich quality and personal texture of the data is apparent as retired early years teachers recounted their professional careers. It offers a more complex account than the grand narratives that historians have traditionally compiled from purely documentary evidence centring on great thinkers, key texts and policy initiatives. The role of in‐service education was clearly important in the experiences recalled in this paper. Above all we find evidence of a distinctive shift in teacher–child relationships over that historical period and of the contribution made to this by psychological theory, epitomised in the figure of Piaget and in his focus on the individual learner.     

企业员工培训易产生的误区及对策思路

本文分析了当前我国很多企业在员工培训工作中容易产生的一些误区,针对这些误区提出了相应建议和对策。     

教师专业发展的新探索:大学支持下的项目研修模式研究与应用案例

大学支持下的项目研修模式是校本研修的一种重要模式,也是大学与中小学创建合作伙伴关系下的一种重要的教师专业发展模式。本文中,我们通过自己的实践,阐述项目研修的过程;通过对实践的反思,促进对项目研修模式的进一步研究。