顺应理论对口译的解释力

近年来研究者开始用语用学理论解释翻译现象。运用语言顺应理论解释口译过程中的译语如何顺应语境因素 ,顺应原语的语言结构成份 ,顺应口译的动态过程 ,使译语连贯、得体地再现原语的真实意图。     

解读Quirk看“虚拟”--兼答刘礼进先生

从Quirk等有关虚拟语式重要性方面的观点的变化着手,探讨了“两型说”及其起源、Quirk等与章振邦等在类型划分上的异同、“两型说”的缺陷及刘礼进(2001)对Quirk等的误读,并指出,作为虚拟语式重要特征的“句法从属性”是客观存在,无法否认的。在解答刘礼进(2001)有关问题时,作者对“后时虚拟式”的最早观点作了部分修正,提出：“命令虚拟式”体现“语境后时”,“程式虚拟式”体现“意念后时”。     

解析＂媒介事件＂的内涵

通过对近年来新闻传播学界使用频率较高的＂媒介事件＂、＂伪事件＂、＂奇观＂和＂新闻策划＂等概念的内涵及其使用进行学理的梳理和辨析,认为这些概念之间具有一定的相通性,可以从两种理论范式的角度来理解：（一）真实事件→媒介化→媒介事件;（二）媒介化的动机→导演事件→媒介化→媒介事件.     

Engagement and kindness in digitally mediated learning with teachers

This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.     

Theory and Practice on Teacher Performance Evaluation

Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance evaluation was usually restricted to task performance, neglecting contextual performance. Most researches done in teachers’ evaluation were only about college teachers. This paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance constructs. After making literature review, critical case study, critical interview, and qualitative research, the authors propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in empirical approaches. Translated from Teacher Education Research, 2005, 1     

张之洞调停满汉畛域的努力与晚清政局的演变

满汉矛盾始终是支配晚清政局走向的决定性因素之一。晚清重臣张之洞鉴于满汉矛盾日益尖锐的严重局面，从稳定满清王朝统治基础出发，呼吁中央政府高度重视调整满汉矛盾，尽早将化解满汉畛域问题纳入政治改革纲领。但是，由于皇族擅权、亲贵用事，满汉矛盾不见消解，反而日益尖锐，国事不堪收拾，终至崩溃。张之洞虽身为枢辅重臣，眼见亲贵并出，国事日非，却在专制体制的钳制下谏诤无效，一筹莫展，最终忧郁抱憾而卒。满汉畛域对于晚清政局的演变和张之洞的政治生涯都产生了重要的影响。     

Number of Subjects and Time Points Needed for Multilevel Time-Series Analysis: A Simulation Study of Dynamic Structural Equation Modeling

Dynamic structural equation modeling (DSEM) is a novel, intensive longitudinal data (ILD) analysis framework. DSEM models intraindividual changes over time on Level 1 and allows the parameters of these processes to vary across individuals on Level 2 using random effects. DSEM merges time series, structural equation, multilevel, and time-varying effects models. Despite the well-known properties of these analysis areas by themselves, it is unclear how their sample size requirements and recommendations transfer to the DSEM framework. This article presents the results of a simulation study that examines the estimation quality of univariate 2-level autoregressive models of order 1, AR(1), using Bayesian analysis in Mplus Version 8. Three features are varied in the simulations: complexity of the model, number of subjects, and number of time points per subject. Samples with many subjects and few time points are shown to perform substantially better than samples with few subjects and many time points.     

Early approach to theoretical thinking: gears in primary school

Gears are part of everyday experience from very early childhood. This paper analyses a teaching experiment conducted with 4th graders in the field of experience of gears. The aim is to identify the characteristics which, given a suitable sequence of tasks and proper teacher guidance, have enabled the pupils to approach theoretical thinking, and in particular mathematical theorems. We have focused on the relationships between the epistemological analysis of some pieces of mathematical knowledge brought into play in tasks concerning gears, cognitive analysis of pupil construction of those pieces of mathematical knowledge, and didactic analysis of the teacher's role in designing tasks and in offering cultural mediation. This paper presents the early findings of the teaching experiments, both at the external level of interpersonal classroom processes and at the inner level of individual mental processes. This revised version was published online in July 2006 with corrections to the Cover Date.     

The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?

Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However, other transmission processes might also be at play, including other value dimensions and mediation through other instructional practices. In this study, we therefore aimed to systematically test the generalizability of such value transmission effects by examining a broad spectrum of (a) teacher values, (b) instructional practices, and (c) student values. Based on longitudinal data from 1744 students and their 70 math teachers, cross-level mediation analyses revealed that teachers’ teaching enthusiasm, math enthusiasm, as well as math utility value affected their students’ values (i.e., intrinsic and utility values). Teachers’ teaching enthusiasm was transmitted to students’ values through both student-perceived enthusiastic behavior during instruction and through relevance-related instructional practices. Teachers’ subject-related values (i.e., math enthusiasm and utility value) primarily affected students’ utility value, but this transmission could not be explained by the instructional practices under investigation. Overall, our findings reveal auspicious evidence for a broader generalizability of the value transmission concept and yet also show the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students.     

新视域下高职学生缺乏体育学习动机探析

通过研究缺乏运动动机的主要原因、缺乏动机的表现,以及如何阻止缺乏动机来进行体育教学中学生缺乏动机的深层分析。根据体育运动动机量表的回答,确定缺乏动机的群体。通过现代动机理论和缺乏动机模式的关系对结果进行讨论。