高师院校图书馆应加强大学生经典阅读的导向力度

高师学生肩负着塑造国民灵魂、传承民族文化、提升国家综合国力的重任,但是他们的阅读现状却不容乐观。图书馆应加大高师学生经典阅读的引导力度。     

运用词块理论提高航海英语阅读能力

航海英语词汇量的大小与航海英语阅读理解的能力的强弱有着直接的关系。词块理论的提出,使传统的词汇学习转向融合了语法、语义和语境优势的词块的学习;航海英语词块的不同的有机组合就形成了句子,进而组成连贯的航海英语阅读篇章。航海院校教师要引导学生进行英语词块能力训练。提高航海英语阅读能力。     

高职生英语学习障碍与元认知策略培养

高职生在英语学习过程中,大多存在学习障碍问题。究其原因,除了基础差、个人心理方面因素外,主要是由于缺乏元认知策略所致。缺少策略意识,不懂得有效运用相关学习策略计划、指导、评价和调整学习过程,是当前高职生英语学习中的通病。因此教师有必要培养学生元认知策略意识,帮助学生运用元认知策略计划、评价、调整和改进学习。     

Reasonable Adjustments in Assessment: Putting Law and Policy into Practice in Australia

The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability.     

Physica: A Computer Environment for Physics Problem-Solving

Physica is an integrated software package designed as part of a course for distance learning students from non-traditional educational backgrounds. It gives students access to an extensive hyperlinked physics glossary, computer algebra and graph-plotting tools. The package aims to give students a framework for solving physics problems and to help them acquire some higher level skills of quantitative problem-solving. This paper outlines rationales underlying various protocols for solving physics problems, and discusses the extent to which frameworks may be useful in helping students develop appropriate strategies for representing problems in formal terms, selecting targets, planning solutions and checking answers. Pedagogical issues underlying the design and implementation of the software are discussed.     

Field-based teacher education in literacy: preparing teachers in real classroom contexts

For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed.     

内斯比特系列童话叙事结构分析

从A．J．格雷马斯符号矩阵理论角度分析内斯比特系列童话的叙事结构,内斯比特的系列童话围绕着孩子与魔法之间的关系展开叙述,主客体关系稳定,确定了基本的叙述框架,系列故事的叙述具有很好的连贯性。同时帮助者和反对者的变化则丰富了故事的表达,强化了情节的发展;而行动位的混合则增加了故事发展的不确定性,增强了戏剧效果。     

基于AHP分析法的大学生就业能力评价体系层次研究

本研究综合国内外学者关于就业能力的相关论述,构建一个综合的就业能力评价体系,并通过层次分析法,对影响大学生就业能力的各类指标权重进行测算与分析,结果显示,大学生创新能力、团队协作能力与自学能力在就业能力评价体系中所占权重较高.     

元认知策略与大学英语听力和阅读的相关性研究

本文通过调查非英语专业大学生在英语阅读和听力时所使用的元认知策略来分析元认知策略对学生英语阅读和听力成绩的影响程度,结果发现元认知策略与学生的阅读和听力成绩有显著关系,并且对听力成绩影响更为显著。除此之外,不同元认知策略对听力和阅读成绩影响程度也不同。     

基于柯氏模型的教师培训评估模型研究

教师培训评估是指运用科学的理论、方法和程序对教师培训主体和教师培训过程及其实际效果进行系统考察,是对教师培训对象进行科学而系统的综合检测和考评。评估要成功需依赖好的评估模式,本文借鉴企业领域的柯氏四级评估模型,尝试构建适合教师培训的评估模型,并提出几点实施建议。