广西高校发展定位问题研究

高校的定位问题受到人们的普遍关注。广西各高校的科学发展定位,直接关系到广西高校健康持续发展和广西的社会经济发展。文章通过对广西高校的办学层次、区域、特色及服务方向等方面进行分析,提出广西高校定位方面的建议。     

Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.     

翻译发生层次论

当前,译界对“翻译”的指称争议较大,究其根源在于该词内涵丰富、外延包容。本文反思了翻译界对翻译一词的使用,从语义、翻译本体、翻译研究本体、翻译学科和翻译研究走向五个层面澄清了翻译领域对于翻译范畴的模糊认识,对争议较大的翻译本体和翻译研究本体给出了重新的界定,对翻译学科的已有定位进行了新的审视,对翻译研究的发展方向予以了剖析,展望了其发展趋势。     

A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies

ABSTRACT

In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.     

制定和优化人才培养方案有关问题的研究

本着重分析了传统人才培养方案的不适应性,明确了高校要以加强基础,培养素质,能力型人才为出发点,制定新的人才培养方案,同时阐述了制定人才培养方案应注意的几个问题。