零起点留学生汉语课师生互动策略

要提高零起点留学生课堂教学的有效性,必须加强师生互动,增加可理解性输入的量,采取有效的输入策略,调动学生积极性,减少学生的情感过滤,从而增加学生的可理解性输出.     

高校师生互动的问题与模式创新研究

师生互动是高校培养高素质创新人才的重要途径之一,对于提高教育教学质量具有非常重要的意义.本文首先指出高校师生互动的内涵与意义,进而分析当前我国高校师生互动中存在的问题,在此基础上,提出了双向主动、实践创新、多途反馈三个互动模式,以期提高师生互动质量,改善课堂教学效果.     

可变参量水槽系统中两列孤波的相互作用

基于(1+1)维非均匀非线性薛定谔方程,数值研究了可变参量水槽系统中两列孤波的相互作用。结果表明,两列孤波在强非线性相互作用下具有稳定的演化。且这样稳定的演化具有可控的参数。     

Time‐Intensive Information Technology and Human Welfare in Developing Countries

Abstract

This paper is concerned with the scope for developing countries to benefit from the Internet in non‐synchronous ways that is, in cases where some delay is involved in the delivery of information, as compared with the real‐time alternative used in developed countries. The first part of the paper draws on insights from Becker and others, to argue that poor people in poor countries are wont to exchange (relatively abundant) time for reductions in the cost of Internet use. The second part of the paper then examines whether such time‐intensive products actually exist and to the extent they do, how the required degree of cost reductions are effected in practice. I conclude that time‐intensive Internet technology represents a highly promising opportunity for developing countries to close the digital divide, an opportunity that warrants serious academic scrutiny.     

对高校体育运动教育与适能教育交互组合模式的探讨

适能与健康教育应是目前高校体育关注的重点,但高校体育基本是以单项或多项竞技运动项目为主导的课程,忽视了对学生进行与健康相关联的适能内容的教育,难以达到培养终身锻炼的目的。因此,我们需要发展新的课程模式,增加更多以个体为导向、知识为基础的体育课程。本研究是以行为理论作为学习的依据,探讨运动教育与适能教育的交互组合课程模式,以进一步激发学生参加课堂和课外活动的动机,促进其形成终身体育锻炼的意识和能力。     

A training programme on managing science class interactions: Its impact on teachers' practises and on their pupils' achievement

This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions. A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve. The conditions required for this training to be effective are also explored.     

Caregiver involvement in infant peer interactions: Scaffolding in a social context

Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.     

课堂师生互动中的沟通障碍及应对策略

现代教育理念倡导的师生互动是集约化、高密度、多元结构的沟通。在课堂中,师生沟通是一个动态的过程。在这一过程中,障碍是一个十分重要的因素,它直接影响沟通的效果和质量。从心理学的角度分析课堂沟通的主要障碍,并针对这些障碍提出应对的策略,有助于促进课堂师生互动,实现有效教学,促进师生双方共同发展。     

Preservice teachers' in‐the‐moment teaching decisions in reading

This study examines the types of in‐the‐moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman‐Nemser, 2008 ). Findings indicated that the teacher educator's use of “metacognitive decision‐making” to promote a culture of identifying, drawing attention to, reflecting on and evaluating teaching decisions influenced the preservice teachers' abilities to think, know, feel and act like a teacher. These findings have implications for teacher education and for those who support novice teachers.     

现代汉语对举四字格“有N1无N2”的构式分析

现代汉语"有N1无N2"对举四字格由动词"有"与"无"对举而出,构成奇位固定形式;在N1、N2中嵌入意义相反、相对或相关的名词或名词性语素,形成偶位待嵌部分;进入该构式的N1、N2须属于同一上位范畴、具有象似关系。"有N1无N2"构式义为:言语使用者对与其预期相悖的残缺领有关系朝着积极、正向的方向或消极、负向的方向做出的单向凸显性评价。该构式的构式义与构件义的互动关系为:构式的压制造成N1、N2的语义对比凸显或加强,N1、N2的语义关系制约构式义的浮现和凸显。