Bilingual Chinese/English first‐graders developing metacognition about writing

This study investigates metacognitive development of 16 bilingual Chinese/English first‐graders. The researcher analysed the metacognitive utterances produced by the children while they were engaged in the writing task of composing dictated stories. The results suggest that the young bilinguals demonstrated metacognitive abilities and were able to employ metacognitive knowledge during their writing attempts. There is also indication that metacognition is closely connected to these children's ability to compose stories and the qualities of their stories.     

Weighing up the Influence of Context on Judgements of Mathematical Literacy

Mathematical literacy, viewed as a set of ideas involving applications of mathematics to real-world contexts, has recently featured in curricular discussions about the aims for mathematics education. This article explores the effect that differences in the way that a mathematical task is contextualised can have on students’ mathematical arguments and, therefore, on their perceived levels of mathematical literacy. Seventy-two students’ responses to three similar measurement tasks are described according to Kaiser and Willander’s levels of mathematical literacy. The arguments used for assigning each level of mathematical literacy are then investigated for the presence of specific macro- and micro-linguistic features. The context of the task affects what students perceive to be most relevant approaches to use, which are reflected in the arguments they give; this, in turn, affects external judgements of their level of mathematical literacy.     

DVD在线租赁的规划模型

利用线性规划问题建立了DVD租赁的数学模型,建立一个满足双方利益的效用函数,制定了合理的方案,并分析了所建模型的优缺点及实用性。     

柯西不等式证法探讨

利用配方法、构造二次三项式、二元二次型的正定性、拉格朗日恒等式、行列式性质、数学归纳法以及算术平均-几何平均不等式等7种方法给出了柯西不等式的7种证法.     

大学写作课教改设想

大学写作课为社会培养合格乃至优秀的写作人才发挥着重要作用。科学技术突飞猛进、市场经济快速发展、基础教育迅速转轨的21世纪对大学写作课的发展提出了更新、更高的要求，为使大学写作课适应时代发展的新要求，本文对大学写作课的教学宗旨、教学内容、教学模式提出了改革设想。     

立体演进:文学写作的运思构想过程

从写作主体触发写作动机开始到写作成品交付使用为止，是一次写作行为的全过程。在这一过程中写作主体并不是像一些写作教材所说的那样，遵循同一的“先做什么，再做什么”的程序进行操作，这个过程不是一种历时性的线状进行的过程，而是写作主体综合能力控制下的表面“无序”的共时性的全方位立体演进的过程。     

英语写作中常见问题解析

本文从写作技能,中西思维差异以及学生对英语知识掌握程度等角度解析了大学生在英语写作中的开篇布局、句法、措辞以及内容表达等方面存在的常见问题.     

The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance

The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.     

汉语对高校学生英语写作的影响及其应对策略

我国高校英语专业学生的作文存在着“汉语式英语”的现象,究其原因在于学生在英语写作过程中受到汉语的影响。本文主要从英文写作时受汉语书面表达与思维方式两个方面的影响着手,分析其根源,提出相应对策及解决方案。