英语素质教育的文化教学研究

语言是社会交际的工具,不了解交际对象的文化内涵,势必在交际过程中产生歧义。尤其在英语素质教育的今天,必须从"全人教育、文化透视"的角度出发,提高学生跨文化交际的能力和综合素质。该文基于英语素质教育的基本要求,尝试从活跃校园文化、构建语言环境、构建教学模式、提高教师队伍素质等几方面探讨英语素质教育的文化教学。     

基于学生视角的大学生逃课现象调查分析

大学生逃课现象已引起全社会的普遍关注,然而基于教育管理层面所做的原因分析和据此采取的应对措施却收效甚微。本研究基于学生的视角调查了解大学生逃课的特点、态度和情感体验、原因及大学生期望的学校应对策略,以期减少大学生逃课现象,提高大学教育质量。     

质的研究——教育研究方法的一种新视角

随着人类认识能力和哲学方法论的发展变化,教育研究方法在人文化和综合化中逐步成熟。本文拟从＂质的研究＂的涵义、社会起源、特征、优势与不足、发展走向及其与＂定性研究＂的联系与区别层面一一阐述,以求对＂质的研究＂这一范式有更科学的认识与理解。     

Competitive Sports and Mass Sports Under the Guidance of Scientific Development Perspective

文章在科学发展观的统领下,结合我国群众体育和竞技体育发展的现状,分析了体育发展的成功经验和不足,并从坚持“以人为本”的发展理念,坚持和完善“举国体制”的发展方针,坚持“统筹兼顾”的发展方法和坚持创新“体育发展模式”等几个层面阐述了我国竞技体育和群众体育的新发展。     

研究热情从何而来?——以“局内人—局外人”视角看国际比较教育研究的背景、话语与价值观

本文从"局内人—局外人"视角考量国际与比较教育研究问题。本文的论点是全球化背景已经变得愈加复杂,我们如何能够在自身所处的文化背景内外理解复杂问题的本质?我们是"局内人"还是"局外人"?"局外人"和"局内人"术语起源于许多与教育相关的学科,我们在对其理解时不能够将其仅仅作为一对完全相反的概念。这一对概念不断发生改变并不断适应不同的文化背景和环境。全球视角与权力、压迫和镇压相关。个体视角中的"个体"是指在国外生活和经历他国文化的人。他们可能同时兼有"局内人"和"局外人"身份。当越来越多的合作研究在不同的国家和文化背景下开展时,采用"局内人—局外人"视角研究国际比较教育问题将为研究者提供更多的研究思路。     

区域经济视角下—具有创新意识的旅游科技应用型人才培养模式探究

文章先分析了目前现行地方性高职高专旅游专业人才培养面临的机遇和挑战、优势和劣势,再从学校教学方法改革、校园创新氛围营造、课程结构调整、人才培养模式评价改革来阐述具有创新意识的旅游科技人才培养模式构建的基本思路。     

试论中国比较文学学科的国家意识

人们谈论比较文学的主体意识往往是指比较文学研究者个体的主体意识,本文要探讨的却是比较文学研究的民族和国家主体意识。民族和国家主体意识的构建,对于厘清比较文学学科理念中的主体性问题具有特别重要的意义。同时,民族和国家主体意识的构建与研究者个体的立场也密切相关,只有当研究者个体立场与其所在的民族国家的主体意识相吻合时,其研究的问题才真正具有学术价值和现实意义。因此,研究比较文学国家主体意识必然带有某种程度的功利性,但这种功利不是狭隘的民族主义,而是全球化语境下的一种"友谊的政治"。     

论老舍小说的平民视角

老舍之所以被称为平民作家,是因为老舍笔下描写的是普通人的世界,老舍小说的平民视角是指老舍以平民的角度观察人生,以平民的思维方式描写平民生活的故事,表现城市平民悲苦的生存状态和凄惨曲折的人事命运。     

Word Frequency as a Factor in Learning to Read and Spell

ABSTRACT

The authors investigated the effects of an intervention developed to enhance student motivation in the first years of secondary education. The intervention, based on future time perspective (FTP) theory, has been found to be effective in prevocational secondary education (T. T. D. Peetsma &; I. Van der Veen, 2008, 2009). The authors extend the previous studies by focusing on all levels of secondary education and investigating the effects of the intervention over a longer period. In addition, they investigated the feasibility of teachers performing the intervention. A total of 766 students completed questionnaires 5 times during the first 2 years in secondary education, measuring FTP, goal orientation, and self-regulated learning. The authors randomly selected 65 students for the interventions. The results showed positive effects of the intervention on self-regulated learning and performance-approach in all levels of secondary education. Interventions performed by trained teachers were equally effective as those performed by the researchers.     

The “mission” of nuns in female education in Ireland,c.1850–1950

This article provides a review and critique of scholarship on female education in Ireland, arguing that researchers have provided a consensual narrative in which women religious (nuns) played a central role in providing academic education to girls and higher education to women. The tendency has been to claim the activities of women religious as part of the impetus that drove the organised women’s movement in the late nineteenth and early twentieth centuries and that brought about a “revolution” in female education. But there remains a need to stand back from this decidedly secular “cause and effect” narrative, and turn a critical eye on the urge which congregations themselves identified as central to their mission in education. This is a revisionist perspective, qualifying and modifying claims made elsewhere by this author, and challenging the way in which the work of nuns in education has been interpreted as a part of the female education “revolution”. Recognising the spiritual impulse within religious orders that found expression in acts of duty, vocation and mission, the article concludes that convent education had purposes that were quite distinct from those prescribed by official “state” education programmes and examination systems, and that these purposes demand greater scrutiny in order to provide a more balanced understanding of female education in Ireland.