基于学生关键能力培养的高职“应用写作”课程行动导向教学实践探讨

高职学生关键能力培养主要有整体、基础、渗透和独立四种策略。作为高职基础课的＂应用写作＂在实现培养学生的写作及表达能力这一课程能力目标之外,还可以从渗透策略角度出发,运用行动导向教学法培养学生的沟通能力、合作能力、创业能力、掌握信息技术等关键能力。     

Multi‐sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes

The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social interaction. The present study builds on earlier curriculum orientated research with a view to describe patterns of social and story‐oriented interaction during storytelling. The stories dealt with sensitive topics raised by family carers who wished the young person with PIMD to understand. Behavioural observation during storytelling sessions explored changes in engagement while semi‐structured interviews with parents and professionals explored the extent to which the experience had benefitted the young person with respect to the sensitive topic. Positive changes in engagement with the story were shown for seven of the eight participants. For six of the seven, a parent and a professional agreed that the outcome of the experience positively enabled the participant to cope better with the sensitive topic. The specific multi‐sensory storytelling factors leading to these outcomes are discussed, as is the issue of proxy reporting and determining the nature of understanding in people with PIMD.     

Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape

ABSTRACT

Scholars focus on the social nature of academic writing to refine an understanding of feedback interactions in higher education. However, studies on the various sources of feedback – feedback networks – have been scarce, particularly during the initial years of doctoral education. Using a qualitative case study approach, multiple sources of feedback for four students in one doctoral program in the United States were identified in line with broader trends focusing on feedback as a social practice. Informed by the academic socialization framework [Duff, Patricia A. 2012. “Second Language Socialization.” In Handbook of Language Socialization, edited by Alessandro Duranti, Elinor Ochs, and Bambi B. Schieffelin, 564–586. Malden: Wiley-Blackwell], this study aims (1) to navigate the landscape of graduate feedback, including interactions beyond class as well as oral and written feedback, and (2) to elucidate the socialization process. Findings suggest that academic writing development is defined as how feedback is situated within disciplinary, academic communities of interaction. This article describes how the larger network of feedback creates the types of interaction that characterizes the community.     

论浩然《金光大道》的“积极分子”写作

浩然是“文革”时期独步文坛的作家。他之所以能够成为这一特殊时期的佼佼者,与他的积极分子创作动机、他对真实的特殊理解有密切关系。在“文革”中,浩然在“三突出”创作原则的严格限制下,在《金光大道》等作品中建立了一套准确、精致的政治修辞。现在,浩然早已淡出了文学舞台,但他所塑造的积极分子及其思想方式、修辞方式依然存在于现实生活和我们的潜意识中。     

英语写作教学中的成果法和过程法对比研究

英语写作教学中主要流行成果法和过程法两种教学方法,这两种方法各有利弊.成果法以行为主义理论为基础,强调刺激——反应的过程;过程法理论基础是交际理论,重视学习者之间的相互合作.分析和研究这两种不同的教学方法有助于针对性地实施写作教学改革,改进英语写作教学方法,进而提高英语写作教学水平和教学质量.     

Mastery Motivation in Children with Intellectual Disability: Is there Evidence for a Down Syndrome Behavioural Phenotype?

The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported.     

研究生学术论文的撰写及发表策略

研究生要增加大量的知识储备,采用实践法、模仿法、切块法、作业法等撰写方法,提高学术论文质量;并掌握论文发表的途径,增加论文发表的命中率,提升论文发表的档次。     

各种反馈对非英语专业大学生写作的影响

结合国内外对二语写作反馈的研究,实验证明,教师反馈、同伴反馈和自我反馈对非英语专业大学生写作有较大影响,各种反馈形式各有优缺点,可为教师如何有效采用反馈方式改善大学生写作状况提供参考.     

Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis

Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.     

女书歌谣中的女性形象

女书是一种独特的女性文字,女书作品大多是诗体唱本。在这些作品中,出现了个性鲜明的女子形象,众多的女性形象构成了女书中江永女性的整体风貌。这些女性性格特点的形成与江永长期受到儒家文化的浸润及其瑶汉杂居的环境有关。