马克思主义中国化整合机制探析

研究马克思主义中国化的一个最有代表性的观点就是,马克思主义普遍原理与中国实际相结合。然而,这种结合不是简单的相加,而是重构整合。本文运用解释学、发生认识论、马克思主义认识论的理论对这个问题进行分析,认为这种整合的机制表现在三个相互联系、相互渗透的层面:在初始阶段,主体需要决定选择接受的对象,文化背景主导接受的内容和程度。对于具体思想、观念的理解和实践,则是以"前理解"为中介,经同化、顺应整合建构,由实践检验、筛选,重构为新的理论形态。从演进过程来看,马克思主义中国化的整合机制,就是围绕革命、建设和改革开放中出现的新情况、新变化、新问题,进行再理解、再实践,不断丰富、不断发展。     

初中英语听力教学问题与对策探究

针对初中学英语听力教学发展现状及存在问题,分析了影响听力教学效果的制约因素并提出了切实有效的教学策略,对提升中学英语听力教学水平,强化中学生英语听力能力,进而形成良好的英语学习素养有着积极的促进作用。     

问题预览对非英语专业学习者听力理解的影响

非英语专业学习者听力理解水平受多种因素影响,有无问题预览是其中之一。高、低水平组非英语专业学习者在有无问题预览情况下的听力测试成绩显示：问题预览对英语学习者的听力理解有影响,且对低水平者促进作用更大;英语水平仍然是决定听力理解的关键因素。     

图式理论在听力教学中的运用

图式理论可有效提高英语听力教学的质量。文章针对学生在听力理解中存在的问题，详细阐述了在听力教学中如何运用图式理论，利用已有知识激活语音、词汇与文化等知识图式，提高学生的听力水平。     

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.     

隐喻与关联:认知的视角

Sperber和Wilson的创立了人类交际的认知理论,该理论将话语译释过程视为利用语言信息及其它线索辨析讲话信息意图的一种推理策略。因此,语用原则并非语言所独有,我们完全可以将其视为一种问题解决的推理模式。尽管Sperber和Wilson试图将隐喻和修辞性语言纳入关联理论的框架中进行研究,然而他们并没有将隐喻性话语的聚合功能运用于推理模式,本拟探讨的是,如何将隐喻性话语的译释与交际的推理模式之间的显相似性用于支持此理论假设,并揭示出非指示性推理的一些功效。最后还将对关联理论以及对隐喻认知的一些最新研究予以探讨和比较。     

英语四、六级听力测试应试技巧

听力是学生们公认的弱项。针对这一现象，提出了在应试过程中应采取的方法和技巧。以帮助考生们取得理想成绩。     

语篇信息性与外语阅读教学

信息已经成为信息时代社会发展的重要资源之一。不同领域的学者从各自的角度对信息作出了不同的论断。语篇信息性解读的依据是理解，语篇信息性解读与阅读理解，两者之间关系密切。在语言学界，篇章的信息性理论研究已经得到关注并开始应用于教学。本文从语篇信息理论出发，探讨理论在阅读理解中的应用，旨在提高学生在阅读中更有效、更准确获取信息的实际能力。     

认知语境与英语阅读理解

阅读理解是一个明示一推理的动态认知过程。本文在探讨关联理论出现之前的阅读模式所存在不足的基础上,阐析了认知语境对句子、篇章解读的影响,对认知语境的研究将有助于提高语言理解的效率。