从萨丕尔-沃尔夫假说看二语习得中的母语迁移

萨丕尔-沃尔夫假说是结构主义语言学的重要学说之一,它从人类语言的多样性出发,探究语言和思维、文化之间的关系,对外语教学与研究具有重要的理论价值和现实意义。本文将萨丕尔-沃尔夫假说运用于二语习得,分析母语正迁移和负迁移对二语习得的影响,并总结出两种迁移对二语习得的启示。     

In support of sport: Examining the relationship between community sport organizations and sponsors

Sponsorships are a critical resource for nonprofit community sport organizations (CSOs) that are increasingly experiencing pressure to generate funding beyond their traditional source of membership revenues. In order to optimize this alternative source, it is important to understand the nature of the relationship between CSOs and sponsors and its impact on those clubs. Scales were developed, and presidents of CSOs (N = 189) completed a corresponding survey that measures the extent to which clubs’ relationship with their key sponsor was characterized by various elements of the relationship process and relationship outcomes. Operational competence was a consistent predictor of the impact of the sponsor relationship on club program/operations and community presence, and further enhanced the impact of long-standing sponsorships. Notably, operational competence was perceived to be required to a lesser extent in CSO–sponsor relationships than in the other process elements. Implications for effective CSO–sponsor relationships and directions for future research are presented.     

Reference by Your Side: Redesigning the Library Help Desk

ABSTRACT

This bibliographic essay examines recent (1994–2006) research into the evaluation of reference effectiveness. Different methods for evaluating traditional in-person reference services are compared and contrasted from an unobtrusive or obtrusive methodology perspective, including those that use the “Willingness to Return” factor and the Wisconsin-Ohio Reference Evaluation Program (WOREP). A review of emerging trends is provided as well as recommendations for future research.     

论幼儿母语教育

幼儿汉语教育存在的误区表现在理论及实践两个方面：理论上，关于儿童言语习得的理论忽视了儿童意义世界的整体性和动态性；实践上，将儿童的语言教学与民族语言文化特性相割裂。对幼儿母语进行教育，可以遵循的原则包括：意义优先原则、文化内涵原则、情景关联原则、审美灌注原则。     

浅论儿童健康教育

儿童的健康教育问题是一个重要的社会问题。父母亲的教育观念、教育方式和方法直接关系到个体社会化的实现。章从当今父母教育子女方式编差的分析入手。全面论述儿童健康教育的重要性，并根据自己的体验，提出几种正确的教育途径。     

《金瓶梅》中吴月娘两性关系的文化阐释

<金瓶梅>中的吴月娘,既不是具有"圣贤之心"的贤良之妇,也不是"奸险好人",她立身行事的准则就是固守和保有其正头娘子的地位.她和西门庆之间,是名分夫妻关系,而非情爱夫妻关系.她既是封建社会"一夫多妻"制度的主动维护者和承担者,也是这种两性关系制度的受害者和牺牲品.     

Secularisation and the Securitisation of the Sacred a Response to Lewin’s Framing of the Gearon–Jackson Debate

In this article, I make a response to Lewin’s insightful and judicious contribution to the Gearon–Jackson debate. I address the central and important arguments made by Lewin in relation to three aspects of my theoretical orientations on religion in education: (1) what Lewin rightly identifies as my ‘propositional’ interpretation of religion; (2) the politicisation of religion as secularisation; and (3) the securitisation of religion in education as a ‘securitisation of the sacred’. I argue some theoretical framing for this is necessary and that an engagement with the (propositional) realities more helpful than their denial, and that precisely because religion is propositional it can be so used or directed to political and security purposes. In sum, to ensure there is no sense of equivocation in my response I greatly welcome Levin’s intervention, but defend my propositional interpretation of religion and defend too my conceptualisation of the politicisation and securitisation of religion in education. Prompted by Jackson’s critique and Lewin’s subsequent intervention, this response is offered then as a bridge to facilitate further theorisation of the politicisation and securitisation of religion in education as an aspect of secularisation.     

Valuing and Desiring Purposes of Education to Transcend Miseducative Measurement Practices

Abstract

The separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value and desire particular end purposes. Desires are recognised to be existential in character and are identified as being necessary for initiating actions. It is argued here that this aspect of desires is important for understanding the significance of a ‘reconnection’ because without it the purposes of education may remain only as abstract philosophical ideals. To make a difference and to challenge the isolating and miseducative tendencies of some measuring practices, educators must come to value particular purposes of education, and in addition, they must exercise the courage to enact them. This can be made possible because educators strongly care for and desire the actualisation of the purposes to which they are connected.     

Patterns of and influences on elementary school attendance in early Victorian industrial Monmouthshire 1839–1865

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive.     

The interest of Bavarian primary school pupils in geographical topics and methods – selected results of an empirical survey

Interest is a central learning prerequisite for teaching. The article deals with a survey among 1600 primary school pupils in forms 2, 3 and 4 (ages 7–10) in the German federal state of Bavaria who were interviewed on their interest in geographical topics and working methods. They were given a questionnaire including 40 items to indicate their individual interest on a five-point Likert scale. The results show that the subscale ‘natural disaster' generates the highest interest, followed by ‘phenomena of geoscience' and ‘people and peoples'. The interest in all three subscales decreases with increasing age. Furthermore, several gender-specific differences occur. Among the working methods, experimenting, films and computers hold the first three places whilst again showing significant differences concerning age group as well as gender.