从主体认知规律看传统外语写作教学模式的更新

结合辩证法、系统科学和认知学习学 ,本文分析了传统外语写作教学模式 (productap proach)下学生的认知过程 ,研究了学生在不同写作阶段认知发展的基本规律、内在和外在特征 ,揭示了该模式中的固有矛盾及其对主体认知过程的影响。并以保持其优势、克服其局限为目标 ,指出了改造传统外语写作教学模式的途径     

利益反哺的价值蕴含与法律实现—以构建和谐社会为背景

利益反哺是一种协调和解决社会利益问题的基本方式。在我国存在社会利益失衡的现实情况下，利益反哺是缩减社会主体之间的利益差距、实现公平正义、维护稳定、促进社会发展的必要手段。社会公平、社会稳定和社会发展是利益反哺的基本价值蕴含。构建和谐社会对法治的内在要求和法律自身的功能属性，决定了利益反哺的实施及其价值目标的实现。必须经由法律的途径进行。     

微格教学在高等职业教育中的应用

论述了微格教学的内涵、在高等职业教育中的必要性以及应用该方法的一般步骤．     

Feedback loops and the longer-term: towards feedback spirals

A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops. This paper investigates feedback loops by using the concepts of single and double-loop learning to interrogate student responses to feedback. Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. Evidence from a five-year longitudinal enquiry into four undergraduate students’ experiences of feedback is used to analyse feedback loops. Students reported a variety of experiences: failing to engage significantly with end-of-semester comments; short-term uptake within modules which had two assignments; and longer-term efforts at improving their learning strategies. A model of long-term student engagement with feedback is proposed, including single-loop feedback processes, double-loop feedback processes and unresolved learning puzzles. Whereas feedback loops are mainly focused on the shorter-term, it is suggested that feedback spirals represent an alternative way of analysing complex, iterative longer-term learning processes. Implications for practice focus on student self-regulation and the development of student feedback literacy.     

Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?

Informed by Vygotsky’s conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the study examined whether, what, and how higher-proficiency (HP) English learners can learn when they collaborate with their lower-proficiency counterparts. Analyses of multiple sources of data – video-recordings of peer feedback sessions, interviews, stimulated recalls, and drafts of student texts – revealed that while group peer feedback in the writing classroom can provide learning opportunities for HP students, their learning can be influenced by several factors, including their beliefs about peer feedback, motives and goals for peer feedback, and medium of group discussion. Implications are drawn from these findings for peer feedback practice and research in L2 writing.     

用网孔法导引出反馈放大器的基本放大电路

方框图法是全面定量计算负反馈放大器性能参数的主要方法。本文结合四种典型反馈电路，运用人们所熟悉的网孔法推导反馈放大器的基本放大电路，是学习反馈电路的另一途径。     

Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.     

Supervising an international teaching practicum: building partnerships in postcolonial contexts

Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an international practicum in the Solomon Islands. It considers the way the cooperating teachers were positioned within the partnership, and raises questions about the way the university engages with host schools and teachers in international contexts, particularly in developing countries. Drawing on postcolonial theory, we investigate the complexity and contradictions in relationships between the pre-service teachers and cooperating teachers. We conclude by offering suggestions for valuing the role of cooperating teachers in these contexts.     

The conundrum of low achievement and feedback for learning

Abstract

The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities.     

关于第二语言石化现象的外部起因研究

第二语言的石化是第二语言学习过程中一种十分常见的现象。对石化现象形成的外部原因进行了研究 ,着重论述了第二语言会话中的反馈对引起学习者石化现象的作用。