数据驱动下智库话语逻辑及互证体系思考

大数据资源的迅速累积与分析技术的快速发展不仅拓展智库研究范畴,促使智库研究更加重视数据洞察,同时对智库建设质量与创新水平提出更高要求。面对智库建设向现代化、创新化和科学化转变的发展需求,文章从信息链的角度阐释数据驱动智库研究变革,剖析数据变革环境下智库话语逻辑重塑的迫切需求,探讨数据驱动智库研究的多元互证体系构建方案,进而从重视相关与因果关系互补、融合技术理性与人文价值、引入三元世界分析视角、聚焦长知识链支撑、建构智库工程化服务模式等方面提出当前环境下智库建设的优化建议。     

如何有效地学习形动词

形动词是比较难掌握的一项俄语语法项目，作为俄语教师在教学中经过多次实践，从形动词的构成异同、特殊情况、具体运用等三方面介绍有效学习形动词的经验和方法。     

Fabricated world class: global university league tables,status differentiation and myths of global competition

UK media coverage of global university league tables shows systematic bias towards the Russell Group, although also highlighting tensions within its membership. Coverage positions UK ‘elite’ institutions between US superiority and Asian ascent. Coverage claims that league table results warrant UK university funding reform. However, league table data for all years to 2012 (when major funding reforms were implemented – most radically in England) do not show either US superiority or Asian ascent. Citation bias defines media content. Text itself is structured by three discursive ‘ratchets’: highlighting US successes but never failures, rising Asian institutions but never falls, and claiming that UK results warrant the same policy irrespective of whether results improve or worsen. These combine with selective doubt by ‘elites’ who question but are not questioned. These four discursive mechanisms fabricate an illusory threat of global competition. This threat is then used to warrant neo-liberal policies at home.     

More than access: MOOCs and changes in Chinese higher education

ABSTRACT

This paper presents an analysis of the conceptualization of massive open online courses (MOOCs) by major influencers in Chinese higher education. Using critical discourse analysis, predominantly from university resources, a map of the discursive construction of MOOCs is presented and interpreted. The centralized orientation of decision making in Chinese higher education is reflected in how MOOCs have been introduced, envisioned, and utilized in China. With the increase of Chinese MOOCs, elite universities are able to capitalize on their comparative advantages, which may be counter to the true intent of MOOCs, which is to raise teaching standards across sectors. This paper serves to illuminate how MOOCs may reinforce the status of elite universities, thereby having the opposite effect to their real intention of democratizing higher education for the masses. The strategy of using MOOCs to improve teaching quality and augment the worldwide reputation of Chinese institutions is central to China’s reinvigorated focus on higher education, which counters the widely held perception, and intention, that MOOCs are vehicles for widening access.     

A discursive psychology approach to the study of pre-service teachers’ written reflections about teacher effectiveness

This article reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. Our analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations. We conclude that in their texts, the pre-service teachers went about constructing identities of knowledgeable and legitimate speakers on teacher effectiveness, particularly as they gradually gained firsthand experience via classroom observations.     

Homophobia and heterosexism in a college of education: a culture of fear,a culture of silence

In this study, we examine how broad heteronormative discourses circulate, become embodied within, negotiated by, and potentially resisted within a university, a college of education, and educators themselves. We pay special attention to how heteronormative discourses at Southwestern University (SWU) impact the various roles this college of education undertakes to train professionals in a range of human service occupations, most notably K‐12 schools. In our findings, we demonstrate ways in which the institution of SWU maintains a hostile environment toward LGBTQ individuals, ways in which the college of education fails to interrogate such issues and train its educators and other human service personnel to deal with issues of sexuality and schooling, and how SWU, in regards at least to its conservative position on homosexuality, is constituted discursively as quite normal.     

The dialectic of substance: Rhetoric vs poetry

Distinguishing between rhetorical and poetic forms of symbolic action, derived from the works of Kenneth Burke, this essay finds the substance of each in identification/division and in the power of entitlement. Whereas the symbolic power of poetry arises from acts of identification/division apparent within the text, the symbolic power of rhetoric arises from the acts of identification/division that extend beyond the text, implicating auditors in the action that appears there. Distinctive responses result from the unique understanding required of each form of symbolic action.     

五人气排球技战术及基本阵型的研究

采用文献资料、现场观察统计法对五人气排球技战术及基本阵型进行分析研究。认为五人气排球技战术及基本阵型符合排球运动发展规律。气排球规则的特性,使得气排球技战术有创新的技术含量,又有大众体育特性,易学、娱乐、健身的特点,值得推广普及。     

标记主位的语篇功能

作为语言学的重要理论,标记理论在音系、句法和语义分析等语言学研究的各个领域都有广泛的应用。在语篇层面,标记理论与主位-述位切分理论相结合产生了标记主位。标记主位的本质与普遍性赋予其重要的语篇功能。在语篇建构过程中,人们常使用标记主位这种信息编排手段,用来调整已知信息和新信息的顺序,使语篇成为一个前后衔接、上下连贯、环环相扣、信息流畅的语义整体。     

‘This is my new normal’: teachers’ accounts of evaluation policy at local school board meetings

In this study, we seek to illuminate teachers’ constructions of US teacher evaluation policies through close analysis of the way teachers in one district describe these policies. We conducted a thematic discursive analysis of 60 teachers’ speeches, recorded during local school board meetings in a Tennessee school district. Using discursive psychology as a lens, analysis focuses on the teachers’ constructions of teacher accountability policies and their own positioning within the policies. We also attend to the linguistic resources teachers used in justifying their decision to speak during the meetings. Findings showed that while drawing upon repertoires of human capital and one-size-fits-all education, the teachers’ patterned participation involved the contestation of status quo practices of teacher evaluation and effectiveness by contrasting them with imagined possibilities of what evaluation could be instead. Implications for developing teacher evaluation are discussed.