元认知策略与自主能力的培养

学习者自主学习是大学英语教学的手段和目的。培养学习者的自主学习能力是当今高等教育的主要任务之一。元认知策略的使用在培养学习自主性的过程中起着重要作用.     

略论司法技术理性下的经验法则运用

基于司法技术的民众化取向，如何运用经验法则这一传统资源成为一个当前司法改革的崭新课题。在司法技术理性的规范下，借助现代司法的自由心证技术，以及盖然强度的适用效能评估，可以促进经验法则摆脱隐藏文本的尴尬，走向契合民众化正义观感的公开文本。     

大学生自主学习英语的阻碍因素及应对策略

自主学习作为一种全新的学习模式,对我国大学英语教学具有重要的指导意义。本文简要介绍了自主学习的定义、培养自主学习能力的阻碍因素及其应对策略。培养学习者的自主学习能力是外语教学界的长期目标。     

现代学习目的观的本质内涵

我国民众学习目的观存在着学历追求目标和职业目标定位期望值偏高等问题。应通过加强宣传和教育、及早组织学习者开展生涯规划等办法来促进学习者形成高尚、健康的学习目的,树立科学合理的现代学习目的观。科学合理的现代学习目的观的基本内涵是：实现学科学习目标,掌握科学文化知识和培养技能;实现基础性发展目标,培育良好的综合素质;拓展自我个性与特长,重点培养创新素质和实践能力;获取适当的学历和必要的技能证书,为实现自己的人生抱负而努力;获取丰富的学习过程体验,追求幸福感和感受学习快乐。     

不同年级、专业大学生宗教经验触发因素的比较

采用自编《大学生宗教经验触发因素问卷》,对620名大学生进行调查,结果发现：大学生宗教经验触发因素不存在年级的显著差异,但存在显著的专业差异。具体表现为：理科学生显著高于文科、医科、农科,工科学生显著高于农科。大学生宗教经验的触发因素不存在显著的生源地差异。大学生的不同信仰在宗教经验触发因素上存在显著的差异,表现为宗教徒、不清楚的均值显著大于无神论者。     

When worlds collide: identity,culture and the lived experiences of research when ‘teaching-led’

This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common.     

Effects of learner–instructor relationship-building strategies in online video instruction

Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed.     

Inclusion Practices in Elementary Physical Education: A Social-cognitive Perspective

This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura’s social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students’ needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher’s behaviours) in GPE were constructed by the dynamic interactions between teachers’ knowledge of disability and motivation to learn about their students (personal factors) and children’s needs and learning goals (environment).     

Psychological climates in action learning sets: a manager's perspective

Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. “Action Learning and Leadership.” The Learning Organisation 7 (5): 233–240; Schein, E. H. 1979. “Personal Change Through Interpersonal Relationships.” In Essays in Interpersonal Dynamics, edited by W. Bennis, J. Van Maanen, E. H. Schein, and F. I. Steele, 129–162]. A psychological climate that fosters an environment in which learning set members feel psychologically safe enough to reflect upon both the successes and the failures in their professional life, without any form of repercussion. However, there has been little attention given to the ways that that psychological climate develops, and the differing facets that create that climate. In response to such deficit, this paper reports the outcomes of interviews with 11 managers, all of whom are former AL set (ALS) members, on their experiences of ALS membership. Drawing upon an interpretivist philosophy, the paper explores the key themes that emerged from the analysis of those interviews. The analysis serves to illustrate the differing facets that collectively contribute to the creation of a positive psychological climate that is conducive for learning. The analysis points to the relative importance of such facets as trust, honesty, vulnerability, reciprocity, confidentiality and personal disclosure, all of which have the capacity to lead to a positive psychological climate in ALSs. This paper is useful for developing an understanding of the differing facets in ALSs that create a psychological climate conducive for learning. As such, it has utility for AL facilitators, set members, academics and educational consultants.     

网络学习社区中学习者的社会行为及其影响的教学论阐释

网络学习社区是与学校教育与课堂教学相区别的另一种教育社会和教学时空,从教学社会学的视角来诠释网络社区中学习者行为的社会性及其对网络教育的影响是非常重要的研究范式。学习者通过最常见的6组基本行为建构着网络学习社区中的知识与情境,这些基本行为既是社区学习者从个体行为演绎成从众活动和学习懈怠等群体行为的基本途径,也是实现学习者之间竞争与合作交互行为、师生之间控制与服从交互行为的基本途径。上述学习者社会行为是网络中教育主体的社会关系与教学活动的主要呈现方式,设计与把握学习者的这些社会行为是网络教育绩效提升的关键,很值得网络教育管理者重视。