“文化殖民”与中国教育发展战略选择

长期以来,借鉴或采用西方国家教育发展的理念与做法,已成为中国教育发展战略的基本选择。由此,不仅造成基本国情、民族文化、本土教育资源等的"集体遗忘",还造成思维方式的单一、认识的片面、多元思想的消解。从后殖民主义、本土知识的研究来看,中国教育发展战略的选择必须要有明确的"身份确定",克服二元对立的思维模式,摆脱文化殖民主义的束缚,走出一条中国式的教育发展之路。     

数字校园安全体系的研究与实现

在分析校园网安全现状的基础上,给出了数字校园安全体系模型,揭示了各种安全机制间的层次关系及其采用技术,并在此之上给出了一个安全解决方案,介绍了实现网络架构、访问控制、身份认证、安全管理系统几个关键技术.     

王安忆小说中的移民书写

外来移民(主要指来自国内各地的务工人员)对于上海的城市发展来说,是一股不可忽视的力量。可以说,上海百年来的发展史,其实就是一部移民史。作为上海作家,从创作初期开始,王安忆就一直关注着身边的这一特殊群体。自80年代的《鸩雀一战》、《好婆和李同志》到2000年的《富萍),王安忆的移民书写逐步体现出一种对上海由“认同”到“背离”的写作姿态。文章拟对这三部作品中的主人公小妹阿姨、李同志和富萍三个具有典型意义的移民人物形象进行分析,来梳理王安忆这种书写姿态的转变,以探寻这种转变背后所蕴含的丰富文化内涵。     

A narrative inquiry into the fostering of a teacher-principal’s best-loved self in an online teacher community in China

This study revolves around an organically lived online community of Chinese elementary teachers. The teachers shared their reflective journals and engaged in conversations with the facilitators and also with their peers. Following one participant’s postings over a span of thirteen months helped the research team to narratively explore how the teacher, through reflections and interactions with his other fellow community members, refined his personal practical knowledge and cultivated his best-loved self as a teacher-principal in a rural school in China that lacked learning resources. Highlighted in the discussions are how the participant integrated his personal being with his professional being and eventually became the teacher he wanted to be. This research study adds to the literature about teachers as agents of change. This knowledge contribution, among others related to technology, shows how professional development and the development of teacher identity can be promoted in online teacher knowledge communities. Implications for teacher education are also discussed.     

“侗不离酸”与侗家的民族认同

侗族嗜酸,侗酸种类繁多,醇香可口,有荤酸、素酸、腌酸、煮酸等等。侗族谈情说爱不离酸,婚俗不离酸,育俗不离酸,丧俗不离酸,"月也"待客不离酸,建房不离酸,于是嗜酸也就成了区分侗族与其他民族的一个边界,从而赋予"侗不离酸"具有民族认同的功能。     

Individual Learner Factors Affecting Second Language Acquisition

In Second Language Acquisition(short for SLA) research,the study of individual learner factors plays an important role.In this paper,discussion will be restricted to five general individual learner factors which have received the most attention in SLA research:age,cognitive style,personality,motivation and attitude.The research will,to some extent,not only develop the SLA theory,but also enhance learners’ judgments to their own individual learner factors.It can also shed light on the practical foreign language learning.     

The Role of the ESP Teacher

The paper considers the role of the ESP (English for Specific Purposes) teacher, in particular, to consider in what ways the ESP teacher’s lot differs from that of the General English teacher. And finally it provides information about resources to help the ESP teacher.     

A Survey on English Learner Autonomy at Postgraduate Stage

Language competence is the ultimate goal of language learning.As the development of globalization,the task of improving learners’ English competence becomes even more urgent.Context Approach is first introduced,and learner autonomy is brought in as a context approach in the specified teaching environment concerned.On the basis of that,a small-scale survey is conducted to investigate the status of English learner autonomy among some students at postgraduate stage.     

远程教育学习支持服务满意度调查分析

远程教育机构关注的焦点在于学生的学。本研究把学习者的满意度作为学习支持服务的衡量标尺,从服务对象出发,展开学习支持服务满意度调查。结果表明,学习者对学习支持服务总体上呈现出比较满意的状态。专业对学生满意度影响较为显著;就地域来看,苏北、苏南区域差异变得不甚明显。研究者认为,必须根据学习者的需求,针对学习支持服务中存在的问题,更新理念,投入更多的人力与物力,为建设开放大学打下坚实基础。     

学习者元认知作用机制:面授与远程学习之比较

本研究重点探讨了面授学习者与远程学习者在元认知作用机制上的差异。首先通过文献研究建立起预设概念模型,分别向面授学习者和远程学习者发放调查问卷,共回收有效问卷424份,然后通过责任教师取得研究被试的课程成绩,使用结构方程模型多群组分析方法比较面授学习者与远程学习者的元认知活动对其学习成绩和学习效能感的作用和影响,最后提出对远程学习者进行元认知支持的策略。