余华小说的时间形式

小说叙事学认为小说存在“故事时间”和“叙事时间”。余华小说以叙事时间策略为切入点，借助心理时间将故事时序弄乱，制造时间倒错和时间跨度的无时性；利用“空间化”时间强调人物在瞬间的感觉体验；强化心理时间．有意地淡化作品特定的历史背景以及重复的手段实现对时间形式的探索，显示时间在人的生命中的意义，实现对个体精神真实的执著追求。     

任务型教学在大学英语阅读教学中的应用

任务型语言学习理论是20世纪80年代外语教学法研究者和第二语言习得研究者在大量研究和实践的基础上提出的又一具有重要影响的语言学习理论和学习模式.探讨了任务型教学的内涵及优势:通过与传统教学途径的比较,分析了任务型阅读教学的活动阶段及其特点;从四个方面,重点论述了大学英语任务型阅读教学中任务设计应注意的问题.     

Authentic moral conflicts and students’ moral development

This research deals with the different psychological processes people undergo when they experience firsthand authentic moral conflicts. It also discusses the value of authentic moral conflicts in students’ moral development, and reasons for the ineffectiveness of moral education in China. The main reason for the unsatisfactory effects of moral education in China over a period of time lies in the predominance of virtual moral education. In authentic situations, the proper arrangement of moral conflicts requires careful analysis of values hidden in the prearranged or generated moral conflicts so as to utilize, guide, and control them properly. Such arrangement of moral conflicts should be adapted to students’ life experience for deepening their understanding of the moral aspects of life. Also, special attention should be attached to students’ varied requirements, thus leaving enough options and space for their independent participation in activities of moral education. __________ Translated from Educational Research, 2005(3)     

试论高校后勤社会化改革的思想政治工作

本文从实现高校后勤社会化改革的目标和当前后勤职工思想实际的角度分析认为 :后勤社会化必须加强思想政治工作 ,同时从思想武装、观念转变、工作内容、方法改进等方面提出了思想政治工作具体可行的措施。     

Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving

This article is situated in the research domain that investigates what mathematical knowledge is useful for, and usable in, mathematics teaching. Specifically, the article contributes to the issue of understanding and describing what knowledge about proof is likely to be important for teachers to have as they engage students in the activity of proving. We explain that existing research informs the knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this knowledge should be complemented by what we call knowledge of situations for proving. This form of knowledge is essential as teachers mobilize proving opportunities for their students in mathematics classrooms. We identify two sub-components of the knowledge of situations for proving: knowledge of different kinds of proving tasks and knowledge of the relationship between proving tasks and proving activity. In order to promote understanding of the former type of knowledge, we develop and illustrate a classification of proving tasks based on two mathematical criteria: (1) the number of cases involved in a task (a single case, multiple but finitely many cases, or infinitely many cases), and (2) the purpose of the task (to verify or to refute statements). In order to promote understanding of the latter type of knowledge, we develop a framework for the relationship between different proving tasks and anticipated proving activity when these tasks are implemented in classrooms, and we exemplify the components of the framework using data from third grade. We also discuss possible directions for future research into teachers’ knowledge about proof.

Bumble Boosters: Students Doing Real Science

Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project.     

对“选项式英语交际试题”交际性的质疑

外语测试理论的发展进入交际语用阶段。在此背景下,我国一些大规模考试中出现了“选项式交际试题”。本文对此类试题的交际性提出质疑,认为它只反映了情景真实性,却忽视了交际过程的真实性,测试过程仅停留在语用分析层面,无法测量受试者实际运用语言的能力。本文还指出此类试题与其初衷相悖的先天局限性。考查交际知识固然有意义, 但若将涉及交际知识的选项式客观试题等同于交际语言测试则反映出对交际测试理论的认识存有片面性。在外语作为交际工具而被广泛使用的今天,认清交际语言测试的本质及其意义尤为重要,有助于我们在外语测试实践中针对不同的情况采取合适的测试手段,使外语测试活动更加具备目的性和合理性。     

教学改革的原则——以学生为中心

作者试图对当代教育存在的弊端极其出现的根源进行剖析 ,并以此作为视角力图系统地阐述以学生为中心这一教育理念 :一切教学活动都应该围绕学生的全面发展———人格、体格、文化修养、审美情趣等———这一中心任务来设计和开展。     

扩大开放与提高质量:广播电视大学战略课题破解

开放与质量是广播电视大学立校的两大支柱。以创办中国特色开放大学为精神实质的广播电视大学自创办以来,其开放性多次徘徊于体制和传统以及自身问题的制约中,最终在“中央电大人才培养模式改革和开放教育试点”中获得历史性突破。在新的发展时期中,进一步扩大开放与提高质量,再次成为其亟待破解的两大战略课题。文章以宏观的理论视野、时代的理性观照,对关涉问题进行了深入缜密的剖析并由此指导该两大课题实践的有效展开和推进。     

Resources for Science Learning: Tools,Tasks, and Environment

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners. Three different types of resource are discussed. Tools, in the form of computer tools and conceptual tools, make tasks easier and allow learners to undertake tasks they would not otherwise be able to do. Tasks can facilitate effective learning by creating effective spaces for learners to work in, embodying key aspects of the disciplines of science, providing effective and authentic opportunities for learners to learn, and facilitating a dialogue between learners ideas and their experiences of the natural world. Environment – the ecology in which learning happens – provides three sources of information through the human, social, and conceptual worlds. When key aspects of these worlds are manifested in the environment, they scaffold the learning of science content, the nature of science, and the learning process itself, all of which are required for the deep understanding of science that constitutes improved science learning.