谈隐喻意识在英语学习者深层阅读理解中的作用

隐喻是日常语言中的一种普遍现象，它是人类的一项基本认知能力。人们常常通过隐喻来讨论、思考和认识一些抽象的概念和现象。理论和实际都表明获得、理解和产出隐喻的能力对外语学习非常重要。在简述隐喻的本质和功能的基础上，作者探讨了隐喻意识在语言学习，尤其是深层阅读理解中的作用。此外，还指出了发展隐喻能力（metaphoric competence）的重要性，以及隐喻意识在词汇习得等方面的作用。     

Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets

In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers’ lesson plans, their instruction of the lessons designed, experiences and lesson enactment outcomes were examined. The pre-service teachers in the study were able to develop and demonstrate their knowledge and skill adequately in designing and enacting activity-based mathematical lessons supported with spreadsheets. The results also showed that the pre-service teachers’ use of the spreadsheet as an instructional tool promoted student in-depth mathematical concept formation and an activity-based learning approach to make lessons less teacher centred and more interactive.     

英语专业本科生毕业论文前言部分写作难点研究（英文）

在英语学术目的研究领域,鲜有学者针对我国英语专业本科生毕业论文的写作进行专门研究。文章从社会文化的角度,指出英语专业本科生在写作毕业论文前言部分时存在完成某些特定语步的困难,指出造成这些语步完成困难的主要原因是：长期存在的本科英语毕业论文写作教学和指导方法的不清晰,以及学生所持有的以＂遵循＂为主的东方文化传统观念。为此,文章提出在本科英语毕业论文写作教学和指导过程中采用＂特别用途英语体裁教学法＂,并对学生进行相应的学术素养教育。     

河北省师范教育现状及中小学师资需求分析

河北省师范教育在教育层次和人才培养模式方面，还不能全面适应河北省各级各类学校教育的需要；师范院校的专业设置和课程结构也不能很好的适应未来经济、科技和社会发展的需要。河北省中小学师资的供求状况，在数量上，经济不发达地区中小学师资供不应求；在质量上，全面适应中小学教育改革的高素质教师还严重匮乏。     

Development of an instrument for exploring preservice technology teachers’ maker-based technological pedagogical content knowledge

With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker-based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker-based technological pedagogical content knowledge (TPACK) in utilizing maker-based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research-based instrument that also serves as a professional development model to help scaffold the development of K-12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development.     

When Circles Collide: Unpacking TPACK Instruction in an Eighth-Grade Social Studies Classroom

The technological pedagogical content knowledge (TPACK) conceptual framework, since its introduction in 2006, has provided researchers and teacher educators a theoretical means by which to understand the knowledge required to teach effectively with technology. However, a clear picture of what TPACK looks like in practice is still in its infancy. Using a case-study approach, this research examines the teaching practices of an eighth-grade social studies teacher, specifically how the teacher operationalizes TPACK within his classroom. Four examples of TPACK practices are given along with the teacher's rationale for his technology use. Two themes emerged: the transformation of technology into something that just happens in the classroom and the teacher's use of technology to shape instruction. Implications from this case study are then discussed, including the process and timing of combining the different knowledge components of TPACK and the need to better capture the role of students in the TPACK model.     

The Interplay of Teacher and Student Actions in the Teaching and Learning of Geometric Proof

Proof and reasoning are fundamental aspects of mathematics. Yet, how to help students develop the skills they need to engage in this type of higher-order thinking remains elusive. In order to contribute to the dialogue on this subject, we share results from a classroom-based interpretive study of teaching and learning proof in geometry. The goal of this research was to identify factors that may be related to the development of proof understanding. In this paper, we identify and interpret students' actions, teacher's actions, and social aspects that are evident in a classroom in which students discuss mathematical conjectures, justification processes and student-generated proofs. We conclude that pedagogical choices made by the teacher, as manifested in the teacher's actions, are key to the type of classroom environment that is established and, hence, to students' opportunities to hone their proof and reasoning skills. More specifically, the teacher's choice to pose open-ended tasks (tasks which are not limited to one specific solution or solution strategy), engage in dialogue that places responsibility for reasoning on the students, analyze student arguments, and coach students as they reason, creates an environment in which participating students make conjectures, provide justifications, and build chains of reasoning. In this environment, students who actively participate in the classroom discourse are supported as they engage in proof development activities. By examining connections between teacher and student actions within a social context, we offer a first step in linking teachers' practice to students' understanding of proof.     

Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition

This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle‐class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed.     

从PCK到PCKg：教师专业发展的新转向

从知识论的角度探讨教师的专业发展问题是当前教师教育的一个重要研究方向。文章从教学的知识基础出发,分析了学科教学知识以及学科教学认知概念的来源、内涵及特征。通过对学科教学认知模型的解析,从动态的学科教学认知的视角,对我国教师专业发展存在的问题及发展取向进行理性思考。     

Municipalities and educational modernisation: a historical and geographical atlas of municipalities and education in Portugal

Abstract

This text focuses on municipalities from an educational and cultural perspective. Over the last 200 years, municipalities have played a fundamental role in the creation of guiding principles and educational norms and conventions. They have participated in the supply and universalisation of schooling and have contributed to integrating the public sphere and the modern, contemporary political structure. Municipalities as territories, populations, economies, and collective governments backed by written administration have influenced and become the model of the liberal and republican political and educational transformations. They have been crucial to the political, administrative, and socio-cultural constitution of the contemporary state. The school institution has integrated social and political development while educational modernity has brought school cartography closer to demographic, administrative, and cultural cartography. The municipal initiative has played a key role in terms of territorial suitability, modernisation of the school network, and curricular diversity. This text picks up on the main conclusions of the Educational and Cultural Atlas of the Municipalities in Portugal, and places the Portuguese context within a European and western framework. Municipalities are presented as an educational space, with historical and pedagogical importance in the modernisation of schooling, despite a historiographical tendency to dilute them into the state, connecting them to an official perspective of education. The article contains a summary of the Educational Atlas of the Municipalities in Portugal.