“聚焦于形式”研究综述

近些年来,聚焦于形式(focus on form)的语言教学因其对促进中介语发展的潜在作用而成为国外二语习得界研究的热点。本文介绍了这一教学模式研究兴起的背景,它的定义和理论依据,重点归纳了国外针对聚焦于形式促进中介语发展作用的研究,最后提出了未来还需解决的问题。     

一个交换半群的元素的表示形式

在数集的基础上,在整数域上建立了一个新的交换半群,并在有理数域、实数域和复数域上进行了推广;作为应用,讨论了其元素的表示形式。     

Using the method of normalisation for mapping group marks to individual marks: some observations

Abstract

The method of normalisation combined with peer ratings is utilised to provide the solution to the biased rating problem of mapping group work marks to individual marks. We critically evaluate the method of normalisation following the findings of an article which argued against the use of self and/or peer rating mechanism. We demonstrate that the findings of that article also hold for the method of normalisation as the influence of human behavioural factors are not accommodated in the designs. Additionally, we argue that the method (and its variants) is rather complicated, where all possible contingencies are not pre-specified. It makes the arrangement between tutors and students in conducting peer assessments incomplete and unverifiable by a third party.     

How the experience of assessed collaborative writing impacts on undergraduate students’ perceptions of assessed group work

A time-series analysis was used to investigate Arabic undergraduate students’ (n = 50) perceptions of assessed group work in a major government institution of higher education in Qatar. A longitudinal mixed methods approach was employed. Likert scale questionnaires were completed over the duration of a collaborative writing event. Additionally, open-ended questionnaires were administered after the students received their grade for their term paper. This study found that the participants’ perceptions were positive towards assessed group work throughout the duration of the event, changed in a statistically significant way after the submission of the first piece of formally assessed work, and are temporal and liable to change depending on what is experienced. The results of this study suggest that: assessed collaborative writing is a feasible pedagogical tool within higher education; undergraduate learners place value on group work as it enables them to collaboratively generate, share and develop their ideas; and researchers who investigate perceptual or attitudinal changes should consider whether their study requires time-sensitive methodology.     

浙江产业集群持续发展面临的问题与对策

产业集群是反映现代地区经济发展水平和竞争力的重要标志之一.产业集群的迅速发展是浙江经济的重要特征,也是浙江经济活力的重要源泉.但是,随着经济的进一步发展,浙江产业集群也开始面临一些问题和困难.必须积极采取相应的对策,以促进集群和浙江经济持续、快速、健康地发展.     

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary,intermediate and secondary level teachers

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.     

中原城市群科技资源共享的思路与对策

要发挥中原城市群在河南经济社会发展中的龙头带动作用,必须考虑中原城市群的集合效应。研究中原城市群科技资源共享问题,有利于集成中原城市群的科技资源优势,形成中原城市群科技创新的集合效应。通过对中原城市群科技资源现状及共享中存在问题的实证分析,阐述了实现中原城市群科技资源共享的目标、任务、思路与对策。     

系统科学理论与课程群整体改革的几点思考

利用系统科学相关理论 ,对课程群进行整体性综合改革 ,可以使更多课程的教学结构得以优化和整合 ,使各门课程通过共同建设提升到一个新的档次 ,从而使教学整体质量得到提高。以信息系统为主干 ,反馈系统与调控系统为侧翼 ,围绕英语教学进程 ,调整和改革课程群建设与教学方案应该是较好的方法     

The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful

Computers are increasingly a part of preschooler’s lives. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyse the results obtained by this method at the preschoolers’ learning level. Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive, emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the proper use of appropriate programmes could make a considerable difference.     

助教主导的小组讨论模式与高校“课程思政”教育创新研究

探索助教主导的小组讨论模式在专业课课程思政建设过程中的应用。通过挑选助教,建立讨论提纲,构建学习、管理和评价系统,设置激励机制关键环节等措施,在助教主导的研讨会中系统、连续地渗透思政内容。将思政教育与专业课教学有机融合,落实“课程思政”理念,破解难以将思政教育融入高校专业课程教学中的难题,提升思政教育实效,实现全过程和全方位育人。