个体差异与计算机辅助语言教学的优势

介绍了计算机辅助语言教学的基本形式；同时以学习者的个体差异为着眼点，从学习者的认知、情感及社会性等方面论述了机辅语言教学的优势。肯定了机辅语言教学的优势，旨在为促进高校外语教学，培养满足社会需求的人才提供有益的建议。     

对大学生群体非智力因素的认识

对大学生群体而言,学习和成才过程,是一个智力与非智力因素相互影响的结果,而又以非智力因素起决定作用的过程。本文旨在对大学生群体中的非智力因素有个初步认识,研究表明:人们针对非智力因素这一非常复杂的巨系统,只有将其赋以科学理念下的"量"与"质"的有机结合,并通过实证研究等多种形式,逐步建立非智力因素调控系统,进而促进大学生群体的创新性学习效果。     

影响大学生英语自主学习的因素分析

本文将影响大学生英语自主学习的因素分为个性因素和共性因素两类,并进行了具体分析.作者认为,分析这些因素,可以为大学生的英语自主学习提供帮助,进而促进其自主学习能力的提高和自主学习习惯的养成.     

试论惠特曼以写人为中心的叙事诗

美国诗人惠特曼以抒情诗著称于世,他的以人物为中心的叙事诗却被学术界忽视。他的叙事诗具有鲜明的特点:一是诗人常常以见证人的身份叙事写人;二是客观地描述人物及其生活场景;三是善于捕捉人物有代表性的特征;四是借外形写心灵。来自生活,饱含深情,大胆创新,是惠特曼以写人为中心的叙事诗成功的原因。     

恩格斯“历史合力论”对我国生态文明建设的价值启示

恩格斯的"历史合力论"作为唯物史观的重要组成部分,不仅具有丰富的理论内涵,而且在实践方面,对于社会主义革命运动的开展和社会主义建设的推进有着积极的指导意义。"历史合力论"强调经济因素的决定性,又不忽视经济因素与其他诸多要素的多元互动的观点表明:当前,我国在社会主义初级阶段推进生态文明建设,现代化的工业文明是生态文明建设的基本物质前提,经济建设仍是重中之重,同时经济因素之外的其他非经济因素是实现生态文明的重要辅助条件,其中广大人民群众作为历史的创造者是生态文明建设的主体力量,这几方面因素相互协调补充,缺一不可。     

反思青年知识女性价值观回归传统

以时下社会上流行的“干得好不如嫁得好”的观念为切入点,对青年知识女性价值观向传统回归的外部社会因素和内部心理因素进行了分析,并提出要解决知识女性价值观回归传统问题,政府、社会必须优化女性发展的社会环境,知识女性自身必须强化主体意识、性别观念,培养独立的人格精神。     

青年DV创作浅析

DV创作正在成为青年人新的时尚和潮流,也使得我们有必要对青年DV创作现状进行研究,引导其走向主流、走向正规。     

Consensus among stakeholders about success factors and indicators for quality of online and blended learning in adult education: a Delphi study

Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among stakeholders about students’ quality needs is useful to support dialogue between professionals to strategically adopt OBL and to ensure that the needs of students are met. This study aims to validate a quality instrument for OBL, taking a set of 74 quality indicators and analysing them in terms of seven success factors (credibility, accessibility, transparency, flexibility, interactivity, personalisation, productivity). The Delphi method was selected as most suited. Participants from adult education were asked to indicate on a 7-point Likert scale to what extent the indicators add to OBL quality to meet students’ needs. After four Delphi rounds, the participants agreed on definitions of success factors and 30 indicators. The results are useful for institutions, ministries of education and external quality assessment agencies to assess the quality of OBL and can support institutions to implement improvement actions to ensure that the needs of students are met.     

Competence-based blended learning in building automation: towards a EU curriculum in ‘Domotica’

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning regional differences among the various European partners involved in the learning. Refusal to accept e-learning approaches has been considerable among teachers and students in piloting building automation courses, and mainly related to four factors in the tradition of adult education: curriculum tradition, oral tradition, lack of confidence in technical solutions to educational matters and lack of experience with the media.     

英语学科素质教育的关键-情感因素

进行英语学科素质教育的关键是学习者拥有良好的心理素质，其中起决定性作用的是焦虑和动机。文章以此为出发点，探讨如何更好地达到培养高素质人才的目标。