英语专业大学生英语作文中的主题词结构及语义网络——基于SWECCL语料库的分析

以SWECCL语科库中的英语专业学生限时作文248篇为对象,考察两个问题：（1）主题词、关键主题词以及联想词的运用在作文中呈现何种特征;（2）英语专业大学生如何利用目标语构建特定话题的词汇语义网络。研究表明：英语专业大学生写作中主题词、关键主题词、联想词与作文题相互关联I学生对熟悉的话题表达相对丰富。存在问题是用词较笼统泛化,缺乏多样性;对事物概念的认识深度与广度不够．     

Engaging with blended learning to improve students’ learning outcomes

When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.     

From HORSA huts to ROSLA blocks: the school leaving age and the school building programme in England, 1943–1972

This paper examines the connections between the school building programme in England and the raising of the school leaving age (ROSLA) from 14 to 15 in 1947 and then to 16 in 1972. These two major developments were intended to help to ensure the realisation of ‘secondary education for all’ in the postwar period. The combination led in practice to severe strains in the education system as a whole, with lasting consequences for educational planning and central control. ROSLA was a key issue for the school building programme in terms of both finance and design. School building was also a significant constraint for ROSLA, which was marred by temporary expedients in building accommodation both in the 1940s with ‘HORSA huts’ and in the 1970s with ‘ROSLA blocks’, as well as by the cheap construction of new schools that soon became unfit for purpose. Together, school building needs and ROSLA helped to stimulate pressures towards centralisation of planning that were ultimately to undermine postwar partnerships in education, from the establishment of the Ministry of Education’s Architects and Building (A&B) Branch in 1948, through the Crowther Report of 1959 and the Newsom Report of 1963, to the assertion of central state control by the 1970s. The pressures arising from such investment and growth in education again became a key issue in the early twenty-first century with the Labour Government’s support for raising the participation age to 18 combined with an ambitious ‘Building Schools for the Future’ programme. The historical and contemporary significance of these developments has tended to be neglected but is pivotal to an understanding of medium-term educational change in its broader policy and political contexts.     

现代图书馆特质与图书馆建筑十则

[目的/意义]探讨图书馆建设的基本要求和原则,对于图书馆建设的健康发展具有现实意义。[方法/过程]对国内外有关图书馆建设方面的研究进行归纳、比较和分析,提出独到的见解。[结果/结论]提出中国式表述的图书馆建筑十项原则：人本、开放、实用、灵活、舒适、安全、经济、文雅、绿色、协和。     

评析“概念性教学法”的理论与实践

本文从理论和实践两个层面评析本世纪兴起的外语教学流派概念型教学法 。全文包括四个部分: 1)剖析概念型教学法的语言观、 习得观和教学观; 2)阐述其教学过程的5个阶段（即解释、物化、交际活动、言语化和内化）;3）报告本文作者对概念型教学法利弊的思考;4）预测概念型教学法的未来走向。     

面向弱势专业群的文献信息资源建设策略——以海南经贸职业技术学院为例

分析高职院校文献信息资源建设存在的问题和弱势专业群文献信息资源建设的意义,结合海南经贸职业技术学院,提出面向弱势专业群完善文献信息资源建设制度、实施"三一"原则、合理配置和逐渐强化弱势专业群资源等文献信息资源建设策略。     

土木工程专业课程教学设计的横向联系性研究——以《房屋建筑学》为例

土木工程专业课程内容密切的横向联系性在教学设计时常被忽视.基于课程内容之问的内在逻辑性.以房屋建筑学课程为例,从教学内容、教学目标、教学方法、教学评价及实践教学等角度,提出对土木工程专业课程教学设计的改进思路,旨在通过知识体系的横向重构,为全方位提升教学效果、培养学生工程意识、工程素养和工程能力提供有益的参考.     

中国寺庙与西方教堂建筑之异的文化解读——从白马寺和东堂说开去

文章以洛阳白马寺和北京东堂为例,从材质用料、空间布局、内部陈设和细部装饰等方面比较了中国寺庙与西方教堂在建筑艺术上的差异。文化审美观念是中西宗教建筑呈现显著差异的重要原因。     

托口古镇传统建筑文化的特色与价值

托口古镇是我国南方明清时期农商结合的资本主义萌芽小镇,又是我国南方水陆丝绸之路的交通咽喉。古镇的传统建筑深受侗族、苗族、土家族及汉族文化的影响,有商业、民居、作坊、信仰、文教、交通等多种类型,内涵丰富,有商贸引领、多元融合、信仰支配等显著特点,同时还具有艺术欣赏、历史文化、民俗文化等多层面的旅游价值。     

英语专业学生课外阅读情况调查研究

本研究研究结果表明,英语专业学生课外阅读情况与王、何所调查的非英语专业学生在很多方面相类似,但也存在不少差异。调查发现,多数英语专业学生对课外阅读有兴趣,但仍存在着诸多有待解决的问题。教师要鼓励学生进行有计划的课外阅读,在阅读材料的选择和阅读方法上给予学生指导;降低学生的畏难焦虑情绪,提高他们的自信心;建立有效的检查机制,适当布置并检查学生的课外阅读,逐步培养学生的自主阅读能力和课外阅读的良好习惯。