Religious Pluralistic Language in a Computer-Mediated Context: Effects of Intergroup Salience and Religious Orientation

This study investigated the degree to which religious pluralistic language varies as a function of the intergroup salience of a context and religious orientation. Based on a 2 (Religious Salience of Context) × 3 (Religious Salience of Topic) experimental design, participants (N = 239) were instructed to compose an e-mail to an interactional partner based on the randomly assigned condition. Messages were coded for religious pluralistic language, and participants completed measures of religious orientation and evaluations of the conversational partner. Modest effects were found for both intergroup salience of the context and topic as well as religious orientation.     

A U.S.-Chinese Comparison of Affectionate Communication in Parent-Child Relationships

Affectionate communication is central to the maintenance of relational closeness, but it is also subject to relational, contextual, and cultural factors. This study was designed to examine the cultural effects on affectionate communication in parent-child relationships in the United States and China. Results indicated that Chinese fathers and mothers expressed less verbal, nonverbal, and supportive affection to their children than American parents. Both Chinese and American parents expressed affection to their children more through supportive behaviors than through verbal and nonverbal behaviors. In both cultures, mothers engaged in more verbal, nonverbal, and supportive affection with their children than fathers.     

组织形象传播战略的信任导向

信任作为一种自觉行为，具有社会学和心理学的来源。过去的记忆是产生美誉度的心理基础，美誉度是形成信任的前提。但美誉度不是信任，而仅是一种态度。要将这种态度转变为行动——信任，组织形象传播战略就必须以信任为导向。组织形象传播战略在实施过程中可按时间维度分为前、中、后三个阶段或策略，分别把吸引公众注意、增加熟悉度、满足公众需求作为阶段性重点。     

基于WEB与PLC的远程电力监控系统的设计与实现

嵌入式W eb服务器的实现使得用户可以通过浏览器对系统进行监控、管理,也为用户提供丰富、直观的数据表现形式;可编程序控制器(PLC)由于具有程序设计灵活方便、通用性好、抗干扰能力强、可靠性高、能在恶劣的工作环境长期工作等特点,成为工业自动化领域中发展极其迅速的通用控制装置;本文综合嵌入式W eb服务器和PLC的优点,设计一套高性能的远程电力监控系统。     

浅谈电教媒体在物理教学的应用

将电教媒体技术引进到教学中去。充分应用电教媒体，激发学生学习物理的浓厚兴趣。充分利用课堂时间，提高知识的信息量。优化教学手段，突破重点、难点。     

实践社区核心成员大五人格特征及其与沟通技能的关系

文章采用修订的大五人格问卷和自编的沟通技能问卷,对宁夏8家企事业单位中15家实践社区的核心成员进行了调查,结果表明:大五人格问卷和沟通技能问卷信度和效度良好;实践社区核心成员一般拥有敏感的、外向的、温和的、开拓性、高利他性、灵活性等人格特质;核心成员的沟通技能在年龄、职位、文化程度、单位性质等变量上均有不同程度的显著性差异;大五人格特质与沟通技能之间存在密切的关系,五个因素中的社交性、开放性和利他性对沟通技能水平具有较大的影响。     

以课堂交互软件促进大学教学质量——学习者采纳意愿及应用效果

PowerPoint用于课堂教学,已经成为大学教学中的常规活动。然而,电子演示文稿在大学课堂中的应用还存在信息单向流动、交互少等问题。基于PowerPoint的课堂互动软件提供了一种经济、方便的解决方案。教师和学习者对这种解决方案的接受度如何？Microsoft Interactive Classroom和UW Classroom Presenter两种课程交互软件在课堂教学中的试验显示：教师和学生在首次接触此类软件后均表现出较高的采纳倾向;课堂交互软件有助于学习者个性需求表达和满足,可以提高学习者的课堂参与度。但是当前已有的课堂交互类软件在功能完备性、实用性以及灵活性上尚不能有效满足教师和学生的需求。     

关于公文写作课程教学的若干思考

以《国家中长期教育改革和发展规划纲要(2010—2020)》为指导,以公文写作课程教学为视角,提出提高公文写作教学质量的思路:加强公文写作教材建设,建立健全教材质量监管制度;丰富和完善公文写作教学内容,建立更新教学内容的机制;创新教育教学方法,优化课堂教学模式;运用现代信息技术,丰富教育教学手段。     

衔接校外实习培养积极情感因素——以课堂口语活动为例

文章重点针对学生在校外实习中出现的主观情感问题,分析了影响语言使用的情感因素,通过组织课堂口语活动认清学生情感状态,并采用恰当情感教学策略,培养积极情感因素,从而实现校外实习与课堂活动的相互促进。     

Classroom action research on formative assessment in a context-based chemistry course

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).