论外语教学中文化导入的意义及原则

目标语文化教学以及跨文化意识和能力的培养,是当代外语教学理论与实践的新课题。目前外语教学中缺乏实质性文化内涵的症结,在于未超越传统教学模式,不能让学生获得“交际真值”。为此,有必要明确文化导入对提高外语交际能力的意义,确立文化导入的基本原则并采用切实可行的导入方式。     

孔孟教学思想的当代启示

孔孟是我国古代伟大的教育家，其教学思想与当前的素质教育颇多相通之处：启发诱导，发挥学生的主体作用；因材施教，发展学生的个性特长；倡导乐学，培养学生的学习兴趣；指导学法，培养学生的良好学习习惯；爱护学生，建立尊师爱生的关系．当前我国正在全面实施素质教育，很有必要研究并借鉴孔孟的教学思想。     

The one-in-ten: quantitative Critical Race Theory and the education of the ‘new (white) oppressed’

ABSTRACT

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education.     

高职院英语教学中的非智力因素与教学策略

在高职院校中,学生的学习动机、性格特征、学习毅力等非智力因素对英语学习效果有着重要影响。为了调动学生学习的主动性和积极性,对不同性格、毅力的学生应采取相应的教学策略。     

From the bottom-up: New York City teacher evaluation and the narration of mediated institutional assault

Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators.     

ESP教学法在大学英语教学中的运用

专门用途英语(EnglishforSpecificPurposes,ESP)具有自己的显著特点。ESP的教学对象、教学内容、教学目的与通用英语(EnglishforGeneralPurpose,EGP)有明显不同。国外ESP主要有三种教学法:语域分析教学法(RegisterAnalysis),语篇分析教学法(DiscourseAnalysis)和体裁分析教学法(GenreAnalysis)。体裁分析教学法对以中国学生为对象的ESP教学有积极的指导意义。     

孔子、子夏诗论比较--兼论上海博物馆藏战国楚竹书《诗论》之命名

从传世文献看 ,孔子论《诗》是站在文化的立场 ,运用引譬连类的方法加以推演 ,揭示其礼乐文化意义 ,以指导学《诗》者提高道德修养和知识水平。子夏虽然接受了孔子的礼乐文化思想 ,但由于社会环境的变化以及自身认识的差距 ,其论 .《诗》则偏重于站在政治的立场 ,从诗反映社会政治和为社会政治服务的角度来揭示诗义 ,其基本方法是以“美刺”说诗 ,以期发挥《诗》的政教作用。比较传世文献与上博楚竹书《诗论》对具体作品的评论 ,楚竹书《诗论》的立场和方法与孔子较为一致 ,竹书整理者定名为《孔子诗论》是合适的     

大学日语公选课的教学探讨

文章根据日语公选课教学的新情况,对大学日语公选课的教学内容、目标、教学手段提出了自己的想法。     

论成人教育中学习动力的激发机制

针对目前成人高校学生学习动力普遍不足，分析影响成人学生学习动力的因素，探索激发成人学生学习动力的措施。这是当前成人高等教育面临的一个课题。     

关于不等式2x/π＜sinx＜x,x∈(0,π/2)的四种证法

运用微分方法给出该不等式的四种证法：①中值定理证法；②单调性证法；③极值证法；④凸凹性证法。