Between two stories: assessment of and for learning

The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action.     

试析柴可夫斯基《儿童钢琴曲集》创作风格及音乐情绪的把握

《儿童钢琴组曲》是柴可夫斯基针对儿童演奏者或钢琴初学者而创作的内容丰富的24首乐曲。每一首乐曲都反应了孩子不同年龄阶段的性格特点。24首乐曲备有特色,表现出孩子在生活中喜怒哀乐不同的情绪及生活场景。在演奏每首乐曲时要理解作者的创作意图、刻画怎样的音乐形象和音乐场景,因此要运用不同的演奏速度、力度、触键方法来准确的诠释。     

Images of school principals' information and communications technology leadership

This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership.     

应该从怎样的视角评论“焚书坑儒”——就《“焚书坑儒”再议》与王子今先生商榷

“焚书坑儒”是秦始皇为了推行并保障新政实施而采取的重大举措.说秦始皇推行的一系列新政和改革举措是正确的、进步的,而为推行和保障新政实施的“焚书坑儒”举措却是错误的,这在逻辑上就讲不通. “焚书坑儒”不能仅从文化史的视角考察评论,不能说是“文化浩劫”.从社会发展史的视角审视,以行政权力强力控制意识形态领域有其历史的必然性.     

论《秦腔》叙事艺术的复杂性

《秦腔》叙事艺术的复杂性表现在叙事视角的复杂性、叙事节奏的混杂性、叙事内容的繁杂性等方面。在其复杂性叙事艺术的背后有着深刻的社会和情感原因。现代化浪潮对传统乡村文化的侵蚀和贾平凹面对正在消逝的乡村写作时内心的矛盾从根本上形成了这种复杂性叙事艺术。从某个层面上说,贾平凹对复杂性叙事手法的熟练运用显示了其高超的叙事能力,他在叙事手法和风格上的实践为20世纪末以来转型中的乡土文学提供了一种全新的路径。     

论儿童视角对小说真实与虚构艺术的放大作用

"真实与虚构"是小说艺术的重要方面,儿童视角是小说的重要视角之一。儿童视角对小说艺术中的真实与虚构具有放大作用,主要表现在两个方面:因赤子之心的表达而呈现的真实性,因游戏精神与丰富的想象力而造就的虚构性,这种双重加深使得小说的艺术感染力增强。     

生态视域下的混合式学习模型构建

近些年来,混合式学习在高校和中小学应用比较广泛,但学习效果不尽如人意。该文从生态学视角分析了混合式学习中生态主体和生态环境的现状,并基于此构建了以学习共同体为中心的混合式学习模型,结合该模型进行了实践教学研究。     

浅析霍桑《红字》的叙事视角

介绍叙事视角的基本类型,据热奈特聚焦理论分析《红字》的叙事视角,小说主要采用非聚焦型视角．穿插使用内聚焦型叙事视角。霍桑通过非聚焦型的全知视角,让读者把握小说人物性格及心理特征：使用非聚焦型视角则是因小说婚外情主题违反清教传统,须借小说中人物之口表述自己的观点。避免受到道德谴责。这种非聚焦性的使用,表面上是留给读者充分的想象空间,其实反映了霍桑对超验主义和清教的解构。     

投资性房地产计量模式的选择及财务透视

投资性房地产的后续计量在我国新会计准则中有成本和公允价值两种计量模式可供选择,但在我国目前会计实务中公允价值计量模式并没有得到广泛使用,作为国际会计准则中唯一一个在金融资产以外将公允价值计量模式植入的会计准则,为什么在实务中不被看好,是理论上的纠结还是实务中的无奈？是本身的复杂还是会计职业的惰性？这都值得会计界分析和思考,应对两种计量模式在理论分析的基础上对实务的选择进行解读,并从财务的视觉进行诠释。     

现代社会下传统武术技击信任危机讨论

现代社会下传统武术技击信任危机的爆发与现代性的到来与发展有着密切的联系,运用逻辑分析法、文献资料法并以现代性视角分析传统武术技击现代性过程,发现其信任危机的产生是由于传统武术技击现代化的停滞与现代化方向的错误导致,以现代性视角下的信任危机三个基本成因对现代社会下的传统武术技击进行一次理论性探索:现代性进行中传统断裂——经验观与规律观的割裂以及唯理论观与实践观的割裂;存在的孤独——技击理论、技击实践交流孤独;制度性承诺的乏力——武术符号系统、“大师”专家系统的崩塌。怀着扬弃、客观的态度解决信任危机的成因,对现代性发展有着重要意义。