中国大学生英语写作中的逻辑谬误分析

作者结合大学英语高级写作的教学经验,对大学三年级学生的一篇英语作文中出现的逻辑谬误进行分类和分析,指出逻辑谬误作为写作中的言外错误极大影响作文的说服力,大学英语写作教学中应加强培养学生的逻辑推理能力。     

探讨“课堂讨论”式教学

在传统教学模式的基础上,提出了课堂讨论在教学中的重要性。分别针对＂课堂讨论＂式教学在实施过程中应该把握的关键点、课堂讨论的形式和特点进行了阐述,指出＂课堂讨论＂式教学能够活跃气氛,提高学生的学习兴趣,极大地吸引学生的注意力。     

论外语专业学生思辨能力的培养

文章从思辨能力培养的重要性谈我国外语专业学生思辨能力的培养,介绍了文秋芳（2008）高层次思维能力层级理论模型,认为该模型是指导我国外语专业学生思辨能力培养的具体、可操作模型。在教学实践中认为,必须读、思、辩结合,以思为主,注重语言输入。     

高校英语教师自主能力现状调查研究

对安徽省两所普通高校119位英语教师进行问卷调查,了解高校英语教师自主能力状况,通过spss17．0对数据进行分析,结果显示：普通高校英语教师自主能力较为乐观,但还有待于提高。他们具有较强的终身学习和专业发展的需求,也具有一定的反思能力,有较强的促进学习者自主学习能力,但对环境的支配能力较弱;男女教师在专业发展和反思能力上存在显著性差异,男教师相对而言具有更强的专业发展能力和更强的反思能力,熟手教师对课堂的控制评价能力和专业发展能力均明显优于新手教师。     

A framework for scaffolding students' assessment of the credibility of evidence

Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011     

Research engagement and educational decentralisation: problematising primary school English teachers’ research experiences in China

Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers’ research engagement in the province of Guangdong on the Chinese mainland. The inquiry explored the effect of educational reforms on the participants’ research engagement through the use of an open‐ended questionnaire and group interviews. The inquiry revealed that research engagement had become an important part of the teachers’ professional lives. Emerging findings from the inquiry also problematised their research engagement as it was found to have been undermined by a competitive promotion mechanism, the teachers’ conceptualisations of research and challenges in the knowledge dissemination process. The paper ends with reflections on how to make teacher research “educational” for teachers and serve as an effective way for professional development.     

利用胜任力模型提升图书馆中层管理者的执行力

图书馆中层管理者是图书馆发展规划具体实施的执行者,因此图书馆中层管理者的执行力的高低对图书馆的发展至关重要。本文从胜任力的视角探讨了图书馆中层管理者执行力问题。     

提高贫困大学生耐挫能力的几点建议

文章结合实际分析了贫困大学生经济困难与"心理贫困"问题所带来的影响及其应对方法。     

独立学院法学学生创新能力培养探究

独立学院法学专业学生有其自身的优势与特点,笔者从动手能力培养、互动教学模式的完善、模拟法庭的指导、笔头功夫的锻炼等几个方面探究学生创新能力培养的途径。对学生的培养,既要使其重视过程,更要其明白"师傅领进门,修行在个人"。     

对一个小学生课外阅读引导的行动研究

笔者采用行动研究的方法对一个小学生的课外阅读进行了研究。一学期的实施表明:在笔者的引导下,该生养成了良好的读书习惯,掌握了多种阅读方法,阅读能力得到了不同程度的提高。