水墨中的图文意蕴——论原创图画书《走在路上》、《妹妹》

图画书内部的图文关系是图画书研究的重要方面。图文配合在图画书《走在路上》和《妹妹》里,是一个从细处到宏观、从情节到意蕴的生成过程。图文配合让读者可以顺畅、准确地理解画面表达的意思,也加强了文字的情感,为下文叙事逻辑的展开,奠定了基础。梁培龙“淡墨”和“水法”用笔,使得对人物的描绘重神而不重形,与梅子涵小说中的注重伦理的态度默契配合,也与文字叙述中深度忏悔的情感相契合。     

蓝鼎元理学思想形成之渊源

探讨蓝鼎元理学思想形成的三个因素,即当时的政治背景、师友影响和漳州的理学氛围。另外还论及蓝鼎元理学思想背景下独特的天人感应观。     

大陆高校Office Hours制度:实践、问题与对策——以南昌大学为例

介绍了Office Hours制度的内涵与实践,分析了我国大陆高校实施Office Hours制度的背景及其意义,并以南昌大学为例指出了Office Hours制度运行中存在的主要问题,提出了优化Office Hours制度实施的相关对策。     

Widening access to educational opportunities through teaching children how to reason together

This paper reports on a project to explore the impact of promoting exploratory talk as the medium of teaching across the curriculum for 6‐ and 7‐year‐old pupils in three primary schools in the UK. We found that this focus on teaching through exploratory talk (which we call the Thinking Together approach) enabled the children to work together more inclusively and more effectively, improving their social skills and, at the same time, their use of language for reasoning and learning.     

Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities

This exploratory study examined the extent to which the effectiveness of instructional interactions varies among classroom social settings (i.e., large group, free choice, meals, and routines), learning activities (i.e., shared reading, literacy, math, science, social studies, and esthetics), or their combination. Participants were 314 preschool teachers primarily serving children from low-income backgrounds. Instructional interactions were measured in multiple cycles across one day of classroom observation as teachers engaged in a variety of settings and learning activities. Linear mixed models indicated that the effectiveness of teachers’ instructional interactions was generally higher in the large group setting than in free choice, meals, and routine settings. When considering settings and learning activities in combination, teachers displayed the most effective global instructional interactions when leading science activities in large group or free choice settings, and the most effective literacy-focused interactions during large group literacy activities.     

“I Think You Mean …” Potential Perils of Teacher Paraphrasing and Alternative Responses for Student Engagement

The present article highlights teacher paraphrasing, a response habit that can hinder student problem solving, authentic classroom dialogue, and promotion of a democratic classroom. Specifically, it discusses reasons teachers may have for paraphrasing student comments, along with potential impediments for student learning. Alternative response behaviors are proposed for encouraging student discussion, creativity, and self-evaluation: listening, wait-time, nonverbal behaviors, acknowledgment, asking for elaboration, and using student ideas.     

Mitogenetic analysis of adult-child interactions during school writing

Abstract

The metacognitive explanations of children interacting with an adult are analysed according to the micro-genetic method developed in Geneva by researchers in cognitive genetic psychology. Interactions took place with sixth graders in a situation of narrative writing in a classroom setting. A segmentation of interview sequences is based on significant units progressively constructed by the interlocutors. Results focus on the construction of discourse, the dynamics of the interactions, as well as on the effects of two types of interviews: a) proactive, conducted when the child starts on the draft of his/her text; and b) retroactive, assessing the draft and forseeing transformations for the final text.     

Disciplinary Differences and the Integration of Technology into Teaching

ABSTRACT

The preparation of teachers involves academics from across the disciplinary spectrum but research on the differences between academic disciplines has revealed that a faculty member's discipline is a major factor in shaping the several aspects of course planning and teaching. The purpose of this paper is to present a model for investigating disciplinary differences as they may relate to teaching with technology, thereby enabling more effective integration of technology into the curriculum. Components of the model include: the structure and ethos of the discipline; preparation for, and experience as, a teacher; faculty assumptions about students; faculty beliefs and perceptions about technology; and the environmental context.     

高校学生参与度及其成长的影响机制——十年首都大学生发展数据分析

本研究使用北京大学教育学院2010年度首都高校学生发展调查数据,采用结构方程模型分析了学生参与度与大学生成长之间的影响机制。研究发现,学生在大学的学习生活参与程度是影响学生成长最为关键的因素,验证了阿斯丁等学者的学生参与度理论在中国大学情境下的适切性。数据表明学生参与度对学生成长具有正向的中介作用;学生的校园互动会通过影响学生参与度而促进学生的成长和发展。研究还进一步发现学生参与度对学生成长的影响机制在不同类型的院校中存在显著差异。最后,本研究建议政府和大学应该审慎地思考传统的、割裂式的教学工作和学生工作两分的模式,逐步打破现有的＂教书不育人、育人不教书＂的文化和制度隔阂,构建生活-学习一体化的大学环境,积极促进学生的全面成长和发展。

Abstract：

Based on the 2010 annual data set of Beijing College Student Survey,this paper examines the relationships among student engagement,campus interactions,and college student achievement by employing structural equation model（SEM）.The findings include：[1] student engagement in classroom learning,learning outside of classroom,multidisciplinary learning,and extra-curricular participant significantly influence college student achievement;[2] interactions with faculty,student affairs professionals,and peer students positively impact student engagement;[3] among different type of institutions,how student engagement and interactions effect student development varies.     

Increasing peer‐to‐peer social skills through direct instruction of two elementary school girls with autism

This study was conducted to increase peer‐to‐peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple‐baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed.