Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development

In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activities. The intersection of experiential and ‘expert’ knowledge provided a discourse through which these teachers named experiences and constructed a basis upon which they grounded their transformed understandings of themselves as teachers and their teaching. Depending on where these teachers were in their professional development when they wrote their narratives, we uncovered evidence of idealized conceptions of teaching with commitment to action as well as the transformation of teachers' material activities. Implications for the role teachers' narrative inquiry may play in teacher education programs are provided.     

语段与英语听力教学

在大学英语听力教学中 ,我们经常发现许多学生在掌握了基本语法和一定数量的词汇后 ,仍然听不懂正常语速语段的确切意思。这是由于他们往往过于注重聆听句中的每个单词 ,而忽视了语段这个整体。文章首先利用话语分析理论明确了英语语段的定义内容与特征 ,接着以Krashen“输入语”假设理论分析了语段与听力教学的关系 ,然后从话语的结构和功能两大方面探讨利用语段进行听力教学的方法和实践 ,以促进外语听力教学     

国际水资源利用和保护争端的和平解决

世界上大部分国际河流和湖泊流域既存在跨国水资源利用和保护的国际合作,也存在现行和潜在的水争端,特别是雨量稀少和几个国家共同依赖单一的供水水源满足他们基本需要的地区,比如约旦河、幼发拉底河、恒河、印度河、尼罗河流域,这种争端的性质更为严重。国际水资源利用和保护争端的发生具有必然性,应当予以和平解决。和平解决国际水争端的方法主要有政治方法和法律方法两种。国际水争端适合通过政治方法解决,其中谈判与协商是首选方式,第三方介入的政治解决方法是弱方当事国和关系紧张当事国的合适选择;法律解决方法只能作为在政治方法不能解决国际水争端情况下的补充;强制性事实调查是最后的解决办法,由于涉及到国家主权,争端当事国对此方法会慎重考虑。     

Neo-democracy in educational policy-making: a critical case study of neoliberal reform in Massachusetts

This paper explores changes to the educational policy-making arena through case study analysis of a Massachusetts law passed in 2012 that limits seniority-based job protections for public K-12 teachers. I use data from interviews with policy stakeholders, observations of public meetings, and policy artifacts to explore struggles over democratic engagement in what unfolded as a highly undemocratic policy development process. Using the policy cycle framework, I explore the ways that political pressure and political discourses shaped the policy development process through various contexts of political struggle. Ultimately, I argue that the case is indicative of what I am calling ‘neo-democratic’ decision-making, in which high-level interest group conflict leads to narrow forms of democratic engagement.     

浅议网络环境下的多模态英语教学

随着计算机网络技术和教育技术的飞速发展,网络多模态教学在英语教学方面发挥的作用也日渐显著;对英语网络多模态教学进行探讨,以此来深化网络多模态教学对英语学习的重大作用。     

指代消解的主要方法及其机制

指代消解是人工智能研究领域的重点和难点内容之一,因而产生了各种各样的指代消解的方法。从逻辑学的角度介绍了十四种指代消解的方法,通过研究和对比发现,指代消解的机制包括:中介机制、动态约束机制、加标机制、复合机制、范畴机制。围绕这五种机制重点研究话语表现理论、动态谓词逻辑、动态蒙太格语法、增量动态逻辑、范畴类型逻辑。     

多模态话语分析对外语词汇教学的影响

多模态话语分析理论把对话语的研究扩展到了除语言之外的图像、颜色、字体等其它意义表达的模态符号,关注多种模态符号在话语中的作用。在教学中主张多种教学方法、手段结合,多渠道、多感官刺激来调动学习者参与学习语言的主动性,符合语言学习的规律,对外语词汇教学有着积极的影响：（1）强化了学习者对教学内容的记忆（2）激发了学习者学习的兴趣,增强了学习的主动性。（3）弥补了单模态教学的不足（4）有助于提高学习者输出运用词汇的能力。     

在现实主义与浪漫主义之间--略论成仿吾的批评话语

作为创造社理论代表，成仿吾主张文学活动是作家和批评家自我情感的表现，体现出浪漫主义张扬自我的特征，然而其批评文本却又不是纯粹的浪漫主义话语，对作家和批评家所理应具备并加以表现的“自我情感”有着特殊界定，表现出紧贴时代和社会的现实主义倾向。这种徘徊在现实主义和浪漫主义之间的文学批评话语，反映出在中西文学传统熏陶下的一类现代批评家独特的批评姿态。     

Do they really need to raise their hands? Challenging a traditional social norm in a second grade mathematics classroom

In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and sociomathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described. Focus was placed on student participation in whole-class discussions. The study helped to determine the effects of student-centered dialogue on students' mathematical explanations and justifications as demonstrated in the students' discussions, participation, and written expression related to their mathematics learning.     

Fitness testing: how do students make sense of the gender disparities?

The ways in which students make sense of the gendered fitness expectations found in a norm-referenced fitness testing program (i.e. President's challenge physical fitness test) were the focus of this study. Participants were 18 fifth grade students who completed fitness tests in their physical education classes. They were interviewed using a standardized, open-ended protocol designed to elicit their perceptions of the fitness test. Three salient themes emerged from the data: (1) students used notions of essentialism and social construction to explain gender differences; (2) students observed their peers’ performances through gendered lenses; and (3) students provided suggestions for change. Based on the findings from this study, researchers and practitioners may begin to recognize the ways in which fitness testing affects how students socially construct ideologies about fitness, ability and their bodies.