Stigmatised learners: mature-age students negotiating university culture

Research on the socially-situated nature of learning shows how practices and identities are affected by participation in communities, but very little is known about how mature-age students experience the relational dynamics of university. Based on data from a qualitative study of first-year students, we consider written accounts by older learners to examine how they negotiate the culture of higher education. We found that mature-age students encounter a university culture dominated by younger students, who draw separating boundaries between the social and the academic and stigmatise older students because of their academic practices. Drawing on Lave and Wenger’s learning theory, we examine the way mature-age students negotiate the process of becoming legitimate members of the learning community, and the resistance they face in doing so. Knowing how mature-age students learn, and how to support them, depends on examining their negotiation of university culture, as well as their differing aspirations and needs.     

迁移观的演进及测评范式的变革

当前的迁移理论试图将认知因素与情境因素加以融合,强调在情境中、尤其是在社会文化情境中主动迁移抽象的符号表征,强调迁移过程中头脑内部的认知表征与外部情境因素间的相互作用。迁移的内涵不再是回忆或直接应用习得的已有经验,而是人境互动过程中的动态建构与生成。迁移是评价学习成效的核心指标之一,其内涵的演变必将引发测评范式的变革。迁移测评从记忆水平的单一"迁出"范式转向建构应用水平的"迁出"与"迁入"兼顾的双重测评范式,后者更为强调生态效度及多维测评指标体系的选定,更侧重考察可持续发展的学习能力。     

新形势下构建中印和谐关系

从2003年开始，中印关系朝着更加成熟、更加理性和更加务实的方向发展。然而，中印之间如欲实现长期的建设性合作的伙伴关系，就应摈弃传统地缘政治观念，消除两国在认知上的误解，同时还应消除边界问题上的误解，公正合理地解决边界问题。从战略眼光分析，两国之间的分歧和竞争并不妨碍双方在具有共同利益问题上的合作。     

Transactive Peer Tutoring: Distributing Cognition and Metacognition

ASK to THINK—TEL WHY®© is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge.     

元认知策略对大学生公共英语学习的影响

元认知是对认知的认知,即学习者以自身的认知系统为认知对象,对认知过程的自我意识、自我控制、自我评价和调节。元认知策略包括元认知知识、元认知体验、元认知监控。它直接影响着大学生在学习公共英语时对学习任务、个人能力、策略选择的认识,丰富着学习英语的认知体验和情绪体验,以正确评价学习过程和调整学习计划与方法。     

构式语法及其对语言习得和教学的启示

构式语法基于认知语言学理论而建立,采用认知的方法研究语法。本文首先介绍了构式语法的认知基础及构式语法的一些要点。进而讨论了构式语法研究对语言习得和外语教学方面的启示。构式语法对语义和语法的整合,能帮助语言工作者合理地分析语言习得过程中语法构建和理解能力提高的现象,并将其研究成果应用于语言教学。     

Implementing embodied learning in the classroom: effects on children’s memory and language skills

The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children’s active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children’s cognitive and academic performance, general learning analytics from games’ usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children’s cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment.     

自我的构成与历史认识中的主体间性

本文从马克思的历史认识论出发,对传统认识论中的既定主体,即自我概念进行了反思,指出在认识的建构中,自我的构成与非个体意义上的主体间性处于一种同构的关系,这既是实践意识得以发生的境域,也是具有个体理性特征的认识论的基础。