论讨论式教学的特点及其在文学课教学中的特殊作用

讨论式教学具有传统“一言堂”教学形式无法比拟的特点和优势。文学课教学的目的在于开发学生的思维,采用课堂讨论的教学形式,能最有效地达到这一目的。同时,讨论式教学也是高校开展课堂教学改革,提高教学质量的一种有效的方法和途径。     

创新人才的基本素质及其培养途径探析

本文着重从研究创新人才的基本素质入手，分析了当前制约创新人才培养的因素，探讨了高校创新人才培养的基本途径。     

群体动力学在现代工业培训中的应用

根据美国科学家库尔特·卢因 ( Kurt Lewin)创立的“群体动力学”理论 ,应用新信息技术网络对现代工业培训这一实践性教学环节提出了一种新的模式——群体培训交流模式。通过教学实践证明 ,它对提高教学质量是行之有效的     

Students working online for group projects: a test of an extended theory of planned behaviour model

This study examined an extended theory of planned behaviour (TPB) model that specified factors affecting students’ intentions to collaborate online for group work. Past behaviour, past experience and actual behavioural control were incorporated in the extended TPB model. The mediating roles of attitudes, subjective norms and perceived behavioural control were also examined. Data were collected from primary and secondary students in Hong Kong (N = 957). The partial least square approach to structural equation modelling was used to analyse the a priori hypothesised model. In general, the model fitted the data very well and the major relationships were found to be significant. The results indicated that past experience and actual behavioural control played individual roles in the model. Theoretical and practical implications are considered in this study.     

ADO技术在试卷自动生成系统中的应用

大学英语自动命题系统是利用现代化工具——计算机帮助教师进行自动选题、组卷、并打印正式考试试卷的管理系统。系统实现的主要功能是根据出题者的要求从数据库随机选择题目生成一份试题,然后打印出来。本文主要介绍作者在开发过程中,利用ＶＢＡ和ＡＤＯ技术结合ａｃｃｅｓｓ、ｗｏｒｄ的一些经验和体会。     

合作学习中自我监控的探析

运用情境实验和问卷测量的方法,可以测量合作学习中自我监控水平不同的学生在合作学习的小组活动自评中的差异.自我监控高的学生比自我监控低的学生对组织者有更积极的评价,但在对合作学习的喜爱程度上却比不上自我监控低的同学.     

扩句成段的几种有效方法

介绍了在英语写作中扩句成段的10种方法,在阐释要领的同时列举了实例。     

20世纪后二十年曹丕研究综述

在魏晋南北朝文学研究中，曹丕是一个长期不被学术界重视的对象。直至20世纪80年代以后，学者们才对曹丕诗歌日益重视。文章试图从曹丕诗歌的思想内容、艺术风格、文学理论、诗歌成就与文坛地位影响等方面对20世纪后二十年曹丕研究概况进行综合论述，探讨学术界在此二十年中，对曹丕诗歌本身及在文学史上地位认识的发展变化。     

Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.