语用预设的认知语用研究——以相声语言为例

语用预设作为日常交际的一部分,对语境非常敏感.语用预设是指与说话人背景、意图、及态度相关的预设关系.相声语言是通过对语用预设典型成员的背离,制造多种语用预设冲突,利用语用预设的可撤销性实现言语幽默效果.     

博尔赫斯的“中国”

对于博尔赫斯而言,“中国”,一如宇宙间所有玄秘事象,有着无穷的魅力,对于中国读者而言,博尔赫斯的文本中国无疑打开了一扇有趣且有益的文字之窗,为我们提供了一个对我们自身文化传统进行了反思的他者视角,同时,也为跨文对话打通了一条有效的文学通道。     

基于数据库的动态Web访问平台一Web数据库技术

对Web数据库技术的地位与作用，常用工具，接口技术特点和应用特性作了阐述和分析。     

民族师院学生道德建设的一个思路--跨文化德育教育

民族地区社会生活的实际决定了民族师院的培养目标是培养造就一专多能、合格加特长的教师，学生必须具有能适应民族地区教育工作的特殊素质，包括特殊的知识文化素质、能力素质、心理素质和品德素质。对学生特殊品德素质的培养，跨文化德育是最有效的举措和最基本的途径。     

Achievement goal orientations,learning strategies,and mathematics achievement: A comparison of Chinese Miao and Han students

This study compared the relationships between the goal orientations, learning strategies, and mathematics achievement of Chinese Miao and Han students. A total of 211 Han and 321 Miao fifth‐ and sixth‐grade students from Qiandongnan participated in the study. The results suggest that, in both samples, mastery orientation positively predicted the use of surface/deep learning strategies and mathematics achievement, and that performance‐approach orientation significantly predicted the use of surface strategies. Ethnic differences were also detected. The positive relationship of the performance‐approach orientation to deep strategies was stronger among the Han than the Miao students. Overall, our findings confirm that goal orientations have an important influence on Chinese students’ strategy use and achievement and that ethnic differences affect the patterns of these relationships. Possible explanations for the results and the practical implications for school practitioners are discussed.     

跨界融合视域下劳动教育课程体系研究——内涵、路径与模型构建

针对当前劳动教育地位缺失的问题,剖析了其主要原因在于社会意识缺失、过分依赖学校及课程设置不规范。因此,该文基于新的时代背景,从劳动形态、教育内容和价值三个方面对劳动教育的内涵进行了剖析,提出技术赋能的劳动教育课程体系:在横向上实现各学科知识的融合,纵向上实现各学段的融合,为解决劳动教育现存问题提供了新方向。同时,从技术创新劳动教育形态和整合劳动教育资源两个方面阐述了劳动教育跨界融合的途径。最后,依据跨界融合的课程体系,从前端分析、活动设计、环境设计和评价设计四个方面构建了劳动教育活动模型,为技术赋能的劳动教育课程的实施提供依据。     

Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images

This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer‐based instructional strategies that use anatomical cross‐sections to enhance the interpretation of radiological images. These strategies include: (1) cross‐sectional images of the head that can be superimposed on radiological images, (2) transparent highlighting of anatomical structures in radiological images, and (3) cross‐sectional images of the head with radiological images presented side‐by‐side. Data collected included: (1) time spent on instruction and on solving test questions, (2) mental effort during instruction and test, and (3) students' performance to identify anatomical structures in radiological images. Participants were 28 freshmen medical students (15 males and 13 females) and 208 biology students (190 females and 18 males). All studies used posttest‐only control group design, and the collected data were analyzed by either t test or ANOVA. In self‐directed computer‐based environments, the strategies that used cross sections to improve students' ability to recognize anatomic structures in radiological images showed no significant positive effects. However, when increasing the complexity of the instructional materials, cross‐sectional images imposed a higher cognitive load, as indicated by higher investment of mental effort. There is not enough evidence to claim that the simultaneous combination of cross sections and radiological images has no effect on the identification of anatomical structures in radiological images for novices. Further research that control for students' learning and cognitive style is needed to reach an informative conclusion. Anat Sci Ed 1:75–83, 2008. © 2008 American Association of Anatomists.     

Cross‐cultural Collaboration in Special Teacher Education: An arena for facilitating reflection?

The present study explored how cross‐cultural collaboration involving university lecturers from Norway (the North) and Egypt (the South), and student‐teachers from Egypt, can be an arena for facilitating student‐teachers’ reflection and for challenging student‐teachers’ preconceived beliefs and perspectives about disability and education. The findings, based on interview data, showed that an emphasis on reflection, exploration and evaluation rather than on drills and repetition was both unexpected and unfamiliar for most of the Egyptian student‐teachers. Some of the Egyptian and some of the foreign lecturers were able to encourage student‐teachers to reflect, although some of the foreign lecturers had a tendency to lecture as they had done at home. Lecturers who wanted to pursue teaching methods that enhanced reflection needed to prioritise time for this, even if the majority of the student‐teachers asked for more information, more facts and for presentations of “the right methods” for teaching learners with disabilities. As the findings in this study illustrate, the partner in the North carries a major responsibility for critically considering the request for expertise because the participants in the South may not necessarily question and challenge the authority of well‐educated professionals from the North. It may not be sufficient for lecturers and supervisors to be well‐qualified practitioners within their home culture. They should be context sensitive, have an inquiring and accepting attitude, and experience challenges, encounters and exposures in the project country over time. Competence in approaches in teacher education is also required, although this meta‐competence may not be explicitly requested by those concerned.     

Web2.0网站教育应用研究

信息技术教育中应用到许多新理念、新技术,然而Web2.0理念与技术教育应用的研究却非常少。利用文献研究、比较研究、实证研究等方法,论证Web2.0教育应用的可行性与必要性,并以Writely.com网站为例,说明Web2.0教育应用的方法与意义。     

中英文化差异与综合英语课的教学

在综合英语课的教学中应该注重文化教学，提高学生的文化素养和跨文化交际意识，使学生在实际学习与应用英语的过程中减少语用失误和交际失误，以提高综合英语课教学的质量。