建安作家的社会意识、艺术个性与建安风骨

建安时代赋予建安作家忧患意识、英雄意识、人生悲剧意识,这些共同的社会意识造就了建安作品所包涵的艺术共性,但建安作品艺术形态整体上异彩纷呈,反映出作家们的艺术个性特征。二者统一于建安风骨的内涵之下。     

浅析《郑氏规范》的家庭管理思想

被朱元璋旌表为“江南第一家”的浦江郑氏家族,因其系统的治家思想和传世家训《郑氏规范》而被世人熟知。《郑氏规范》所体现的家庭管理思想,包括精细的家庭分工、勤俭持家的家庭理财思想、睦邻济贫的济世情怀以及为家族长远发展考虑的忧患意识等,对古代家庭管理思想研究,乃至今天的家庭管理、人际交往、居家理财、为人处世等,及扩展至社会和谐气氛的构建等方面都具有深远的意义。     

智慧学习环境下学习画面情感的自适应调整

为了在智慧学习环境下实现自适应情感交互,文章首先构建了基于学习者情感的学习画面情感自适应调整模型,并依托此模型开发了原型系统。随后,文章以济南市X中学的98名学生为研究对象,采用准实验研究法,通过学习者情感所占比例分析和问卷数据统计分析,验证了文章提出的假设成立,即智慧学习环境下学习画面情感自适应调整能够提高学习过程中学习者积极情感所占的比例,并能激发学习者的学习兴趣。在智慧学习环境下自适应调整学习画面情感,为解决智慧学习环境情感层面的自适应交互问题提供了新的思路与方法。     

Chinese university EFL teachers’ beliefs and practices of classroom writing assessment

This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn.     

重塑自我——庚款留美生之自我建构

庚款留美始于1909年,庚款留学生在国家民族重重苦难与西方坚船利炮重击下走出国门,在求学中自觉完成自我建构。他们通过关注国内外发展动态,不断提升国人形象;通过创建学术社团,参与美国社会活动,完成自我的社会角色建构。留美生将所学所获用来改造中国落后的一面,推进中国科学技术与人文艺术的发展,为推动中国教育现代化做出积极的努力。     

Renaming teaching practice through teacher reflection using critical incidents on a virtual training course

This study approaches teacher learning from a dialogical viewpoint where lecturers’ voices used in a training course context reflect how lecturers generated new professional discourse. The design of the training course considered the analysis of several critical incidents (CIs) in online teaching. An analytical framework based on lecturers’ discourse and ways of thinking about teaching was used to identify types of renaming teaching practice. The empirical element of the study analysed the written utterances about teaching provided by 12 online instructors in order to determine what kinds of new discourse emerged during the analysis of 15 CIs in online teaching. Results showed that local discourse is the lecturers’ most commonly used discourse, prototypical incidents generated more professional discourse than personal and real CIs, and professional discourse can be created by means of at least nine different ways of articulating discourse. On the basis of these results, some pedagogical implications for lecturer learning are discussed.     

Heroes of resiliency and reciprocity: teachers’ supporting role for reconceptualizing superhero play in early childhood settings

Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities.     

Has this begun to change the way they think? Moving undergraduate learners’ level of reflection from where it is to where it needs to be

This paper documents the ongoing development of a framework for reflection for undergraduate learners new to the reflective process. Motivated by the gap between students’ abilities and experience of reflection and the expectations of them at undergraduate level, the author experimented with a variety of approaches over a number of years. After much trial and error, a three-step pyramid method loosely based on Mezirow's three stages of the reflective process has been meeting with some success and is presented here. Findings indicate that recognizing the limitations in novice practitioners ability to reflect effectively, and providing them with a practical framework of initial support can empower them and result in greater expression and confidence in their reflective journal writing.     

清季兴办女学动因探析

鸦片战争后中国女子教育在教会、官方和民间的推动下打破了男子独享教育的特权,女子教育的重要性和价值逐渐被国人所关注和认同。＂女子无才便是德＂的观念逐步被历史所抛弃。由于历史的推动,清季形成了一股兴办女学的思潮,女子教育运动得以开展,兴办女学在清季蔚然成风。然而,兴办女学并非一时兴起而是在多种因素的长期影响下产生的。