母亲在亲子阅读中的语言运用特点分析

本研究探讨的是母亲在与幼儿共同阅读图画故事书过程中的语言运用状况.研究发现,汉语儿童的母亲在亲子阅读中表现出与情境基本相适应的言语倾向,能够采用比较丰富的言语形式来激励儿童阅读.研究同时发现,母亲提问频率过高会对儿童的阅读产生消极影响,因此,适当控制母亲提问的数量和关注母亲提问的导向,是提升亲子阅读教育水平的可行措施.     

大学校园违法犯罪行为分析

针对校园安全问题和治安问题日渐突出的现象,分析其产生的原因,提出了强化思想教育、推进技术防范工作、加强制度建设和监督检查及加强保卫队伍建设等防范和打击校园违法犯罪活动的对策。     

浅谈英语委婉表达法的构成手段

文章认为委婉表达法是英语表达的重要组成部分，并从言语交际的角度出发，从词汇、修辞格、语法、句法、语气、和非语言等6个方面分析了英语委婉表达法的构成手段，说明了英语委婉表达法的间接言语性及其语用．     

Constructivist Science Teaching: Intellectual and Strategic Teaching Acts

This paper attempts to provide some productive starting points for discussion in the context of science teaching. Embedded in the current practice of methodologies such as messing about, hands-on, minds-on activities, science-technology-society related approaches, and inquiry-based learning, is often a sense of confusion and frustration. Such current methodologies in elementary science teaching are founded on constructivist learning theory. This paper attempts to pinpoint possible ways in which this child-centered, interactive learning theory can lead to confusion for students and teachers alike. It attempts to distinguish the necessary criteria for successful science teaching from much of today's practice in the elementary school science class. It does not attempt to draw conclusions on the reasons behind some of the practices.     

论对行政自由裁量行为的司法审查

对行政自由裁量行为的司法审查是法院维护和保障法治的神圣使命。在广度上，所有行政自由裁量行为都应纳入到司法审查中去；在深度上，人民法院只对滥用职权或显失公正的行政自由裁量行为予以撤销或改变，对一般不合理、不适当的行政自由裁量行为则只能留给行政机关处置，法院不能予以改变或撤销，以保持行政自由裁量权与司法自由裁量权之间的必要张力，维持适度的平衡。     

Mauthner细胞实验中几种典型波形与记录电极位置的关系

硬骨鱼类Mauthner(M)细胞作为一种优秀的实验模型,长期以来被用于中枢神经系统的研究。在实验中需要刺激鲫鱼脊髓,逆向激活M细胞轴突,用玻璃微电极记录其细胞内、外的电变化。为了鉴别电反应是否来自M细胞,该实验室结合多年实验经验总结了不同细胞的电反应特征,以正确判断记录电极在实验动物体内所处的位置。     

间接言语行为的顺应性解释

在前人研究成果的基础上，运用维索伦尔提出的顺应理论，阐释间接言语行为的顺应性：间接言语行为的选择是对语言现实、社会规约和心理动机的顺应。     

试论我国民事权利行使过程中自助行为制度的建立 --兼评我国《民法典建议稿》的自助规定

民事权利的保护方法包括公力救济和私力救济。对于私力救济，我国现行《民法通则》只规定了自卫行为，而缺少关于实际生活当中已经存在的自助行为的法律规定，与发达国家民法典相比，出现了权利保护的真空。为此，文章从自助行为的制度渊源及其必要性、要件及其法律效果、相关法律冲突等多个方面进行了探析．以兹立法借鉴。     

Teaching as creating space for participation – establishing a learning community in diverse classrooms

The relationships between teacher and students are interdependent and rely on their mutual interaction. In the classroom, teaching involves daily face-to-face encounters between students and teachers and therefore could be considered a moral as well as an academic issue. A central question is how the teacher can establish and support a learning community in diverse classrooms where the different learners are recognized as participants, not just as recipients. In this article, a situation from a science lesson has been selected as a case to highlight/illuminate teaching as creating space for participation. The theoretical framework used in this discussion underlines participation as intersubjectively dependent. This perspective points to the ambiguity and uncertainty embedded in teaching and learning situations. It also emphasizes the importance of the teacher's role in inviting students into meaning-making processes. Special attention is paid to essential features of teaching as creating space for participation; 'the act of holding back', 'the act of passing on' and 'the act of non-valuing'. Teaching as creating space for participation is also discussed as an issue that needs greater attention in teacher education.     

“别X着3”及“着3”

现代汉语中有三类＂别X着＂祈使句,＂别X着3＂祈使句在X、＂着3＂的句法性质、语义特征以及＂别X着3＂祈使句的语用功能等方面具有自己突出的特性。