略论成人学历教育中班主任工作

成人学历教育班主任是教学中的组织者和管理者,是沟通学员、教师、学校三者之间的桥梁和纽带。班主任的工作效果,关系到成人学历教育质量。全面准确地掌握各方面信息,把握班主任工作规律,充分发挥班主任的职能作用和提高管理水平,对推进成人学历教育意义重大。     

关联理论及关联翻译理论在口译中的应用探析

口译是一种跨语言、跨文化的动态的双语交际活动.利用关联理论及关联翻译理论的强大解释力阐述口译的过程,分析译员在口译过程中讲话者和受话者的双重角色,并进一步针对译员如何成功塑造其双重角色及改善自身认知环境提出一些有效的建议,如必要的口译预期,谙习文化差异,积累图式知识等,从而使译员能够较充分地发挥其在口译活动中的主观能动作用,这对译员成功地完成口译交际活动将起到积极作用.     

非英语专业大学本科生英语学习特点及启示

从感知的视角,采用定量研究方法揭示了非英语专业大学本科生的英语学习风格偏好。研究表明:(1)非英语专业大学本科生的整体学习风格倾向于多元化,相对而言,他们更喜爱体验型风格和听觉型风格;(2)专业对学习者的英语学习风格的影响不大。英语学习风格偏好因学年的不同而有所差异。本研究结果对外语教学方案的科学设计具有一定的启示意义。     

基于网络教学环境的高职外语教师角色分析

分析网络教学特点覆阻碍高职外语教师应用网络教学的原因，提出高职外语教师应实现从“语言专业型”向“一专多能型”教师转变，做学生的导航员、成为教学活动的促进者、交际活动的参与者和外语学习的协助者。     

现代汉语介词配价结构探析

现代汉语介词是一种具有配价能力和配价要求的特殊虚词。与动词配价结构相比,介词的配价结构在句法上具有非独立性,在语义上具有非自足性,是句子深层中的次谓语。介词的配价成分在数量上一般是两个,通常表现为句子的主语和介词的宾语,其中后项配位倾向于由时间、地点、工具等非核心语义角色充当。     

地质类专业野外实习教学中学生角色的转换——以2011年秭归教学实习为例

本文以2011年秭归专业教学实习为例,提出地质类专业野外实习教学中角色转换教学方法,突出学生在专业教学实习中的重要地位,以学生为主角,以问题为导向,充分发挥学生的主动性和创造性,取得良好的教学效果。     

Challenging the premises of international policy reviews: an introduction to the review symposium

In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates?     

The development of a perceived masculinity scale

This essay posits that masculinity can be usefully understood from a communication perspective, and it specifically defines masculinity as a social and symbolic construct. In this view, the meanings and associations attributed to masculinity are a product of the enduring images and characteristics people have ascribed and assigned to men in groups over time. Based upon a survey of contemporary published research regarding masculinity, it is concluded that masculinity is now a multidimensional construct which attributes ten traits to people viewed as masculine which are examined in terms of: (1) physiological energy; (2) physical characteristics; (3) gender‐related sociocultural roles; (4) idealized gender; (5) gender preferences; (6) subjective gender‐identity; (7) gender‐related age identity; (8) gender‐related racial and national identities; (9) lust; and, (10) male eroticism. Specific questionnaires used to measure these dimensions are reviewed, and based on the responses of 562 subjects, the reliability and validity of one of these questionnaires is examined in detail. The essay concludes by recommending the use of the Perceived Masculinity Questionnaire 47, and it outlines some of the uses that can be made of a Perceived Masculinity Scale, especially some potential classroom uses.     

Creating a dialogue between sociological and egalitarian theory in education

No one discipline has a monopoly on the truth, especially in the analysis of a complex subject such as equality. If we are to deepen our understanding of inequality in education, we must open a dialogue with other disciplines, most especially with egalitarian theory. Bearing in mind the limitations of writing in a majority language tradition, the article explores the potential for creating a dialogue about equality between sociologists and critical and feminist egalitarian theorists. What sociologists can gain from egalitarian theory is a deepening of their understanding of the interface between the ethical and the empirical, of the interrelationship between fact and value in social life. In addition, egalitarian theory has the capacity to broaden our understanding of inequality in education beyond the distributive view of social justice that has dominated thinking in education to date. Drawing on the work of egalitarian theorists the article outlines four particular interpretations of equality that have relevance for researchers in education.     

远程教育中的教师角色探究

远程教育在中国多年的发展中,始终困难重重.尽管信息技术发展很快,已经能够很好的支持远程学习,但由于多年来传统的课堂教学思想在人民大众的心目中根深蒂固,远程教育的接受度仍然没有达到理想程度,因此,远程教育的优势没有充分发挥出来,也没有做出对中国教育应有的贡献.这其中教师角色未能实现良好的转变是阻碍远程教育发展的重要因素.本文在解读远程教育五个特征的基础上,对教师在远程教育中应扮演的角色做了探究,呼吁从事远程教育的教师尽快转变思想,转变角色,努力学习,做一个合格的现代教育者.