Chinese university EFL teachers’ beliefs and practices of classroom writing assessment

This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn.     

浅析高校非党员高知群体理想信念教育

对高校非党员高知群体进行理想信念教育非常重要,有利于党的政策贯彻落实、高校学生理想信念坚定和新时代人才培养。但当前高校非党员高知群体理想信念教育方面仍存在一些问题,要完善理想信念教育评价考核体制机制,加强对高校非党员高知群体关怀,丰富理想信念教育内容,拓展理想信念教育途径,发挥优秀党员的先锋模范作用。     

失败视角下变革型领导对员工创造力的影响

基于失败视角,本文运用社会信息加工理论,探究变革型领导对员工创造力的跨层次影响及团队失败共享信念和员工归属感在其中的作用,对60个团队中302对领导—员工配对数据进行分析,得到结论：变革型领导对员工创造力具有显著的跨层次正向影响,且对团队失败共享信念具有显著的正向影响;团队失败共享信念在变革型领导与员工创造力关系之间起到跨层次中介作用;员工归属感在团队失败共享信念与员工创造力关系之间起到正向调节作用。     

巢湖民歌[绣荷包]与清代《小慧集》传谱的亲缘研究

[绣荷包]是清代以来遍及全国的时调小曲,各地产生了诸多变体形式。通过对腔段、腔调、节奏型和歌词等音乐本体的对比并结合相关史料研究,可推断传唱于巢湖地区的[绣荷包]是道光元年（1821年）贮香主人辑《小慧集》卷12第38箫香主人小调谱第2首工尺谱所记“湖广调”[绣荷包]最为相似的变体,是迄今所见最能还原其原貌的活态传承的民歌。     

Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania

The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.     

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers’ efficacy with inquiry instruction.     

客家民居在川西地域文化中的生存方式

四川是全国五大客家人聚居省之一。生活在成都地区的这支一直保留着浓郁的岭南风俗习惯的四川客家人大约是在1680年至1800年左右从粤东、粤北、闽西、赣南等地迁入的。本文将探讨17世纪以来川西客家民居的特点,从思想文化的角度探讨客家民居在地域文化中的生存演变方式及其变迁,从建筑文化领域反映客家移民融入不同地域文化的过程。     

清代蒙旗社会喇嘛教信仰问题研究

明清鼎革,清朝统治者为争取蒙古上层的支持,赢得蒙古民众的信任,在蒙古地区推行“因俗而治”统治策略,大力扶植喇嘛教,修建喇嘛寺庙礼遇哲布尊丹巴、章嘉呼图克图等宗教首领,让为数众多的蒙古男子选择僧侣生活,致使清代以来的蒙古社会成为弥漫着浓厚的喇嘛教信仰的宗教社会。清代蒙古社会喇嘛教信仰即是一种社会信仰,喇嘛的等级化、官僚化以及生活与劳动的世俗化均体现了这一特征。     

论美声与中国民族唱法的咬字吐字

浅谈中国民族唱法与美声唱法的区别,从中感受美声与民族唱法咬字、吐字的区别,从而了解应该怎样更好的歌唱,具体分析这两种歌唱方式语言的区别,总结两种唱法的发音技巧。     

《红楼梦》语言探胜

语言是文学的生命,语言运用反映出作家的艺术功力,体现出作家的独特风格和鲜明个性。《红楼梦》作为中国文学经典,其作者叙述语言、小说人物语言以及作者对民间语言的提炼与运用,都达到了很高水平。《红楼梦》的语言艺术,为汉语叙事文学创作提供了光辉典范。