创造外语习得环境的途径

为解决我国英语教学中“费时低效”的问题,以有关二语习得环境理论为依据,结合我国英语教学的现状,提出了创造外语习得环境的途径。即在课堂上创造全外语教学沉浸式的真实交际习得环境和近似于习得的模拟习得环境;在课外通过不同活动创造习得环境等。     

Approaches to Study and the Quality of Learning. Some Empirical Evidence from Engineering Education

In the late 1990s failure rates in a first-year introductory calculus course at the Norwegian University of Science and Technology reached peak levels. This paper reports on findings from an action research project that was set up in 2002/2003 to improve the situation. The study confirms that students approach their tasks differently which contributes to qualitatively different learning outcomes. Furthermore, patterns of achievement in mathematics and physics in secondary education keep reoccurring in the calculus course, even though the teaching and learning contexts are different. The paper does not provide any definite answer as to why groups of students get involved in distinctly different learning processes, and it will take further research to decide the nature of commitment to the learning tasks. However, inspired by the notion of ‘practices’ this paper raises a discussion about the role of intentionality in learning processes. When doing mathematics, students are also in a process of being engaged in and developing a practice. It is a major challenge for academic staff to contribute to communities of practice that are conducive to learning.     

Motives,attitudes and approaches to studying in distance education

This study investigated the relationships between demographic characteristics, motives and attitudes to studying, self-reported study behaviour and measures of outcome. Students taking courses by distance learning received a postal survey containing a short form of the Motivated Strategies and Learning Questionnaire (MSLQ) and the Revised Approaches to Studying Inventory (RASI). Path analysis was used to assess the causal relationships among 395 students’ age, gender and prior qualifications, their scores on the MSLQ and the RASI and their marks. Evidence was obtained for the causal efficacy of most of the paths among the main components. In particular, the causal link between variations in students’ motives and attitudes and variations in their study behaviour is bidirectional.     

迎接挑战，建筑建筑企业发展的“接轨点”和“增长点”

提出面对中国加入WTO后建筑企业怎样面临挑战，找到新形势新机制下的新的增长点，增强国际竞争的能力，使这一支柱产业能更加生机勃勃。     

Investigating the interrelationships among conceptions of,approaches to,and self-efficacy in learning science

The purpose of this study was to examine the relations between primary school students’ conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students’ conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students’ lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students’ deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies.     

大学生深度学习:实质意涵、出场语境与路径选择

大学生深度学习是指在大学教师引领下,大学生围绕具有挑战性的学习主题,全身心积极参与、体验成功、获得发展的有意义学习过程。它具有重视高阶思维的发展、关注学习的批判理解、强调学习的整体联通、注重学习的迁移运用等特征。大学生学习内禀复杂性的客观需要、“互联网+”时代的必然选择、大学课程教学改革的现实吁求是大学生深度学习的出场语境。可以通过确立“成事成人”的学习目标、选择“任务驱动”的学习内容、创设生动逼真的学习情境、采用“具身协同”的学习方式、施行“以生为本”的学习评价等路径来推进大学生深度学习。     

复杂矛盾中的心理描写——浅析《红与黑》中的心理描写

在《红与黑》中,司汤达的创造和贡献,就在于创造性的运用了心理描写的手法,艺术地真实地再现年法国波旁王朝复辟时期的社会生活。在创作中,他着笔于心理内容,丰满人物的1830性格;强化心理描写的社会性,含义深远;巧妙地运用多种心理描写手法,显示娴熟的艺术功力。     

Variation in Students’ Experiences of the ‘Oxford Tutorial’

This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion. These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’ conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms of students’ conceptions of academic tasks.     

联想与比较法在英语词汇教学中的应用

章从语音、词汇、翻译和语法四个方面探讨了联想与比较法在词汇教学中的具体应用情况。     

Development and Use of the Approaches to Teaching Inventory

This paper describes how research into approaches to university teaching, from a relational perspective, has been used to develop an inventory to measure the key aspects of the variation in approaches to teaching. The Approaches to Teaching Inventory (ATI) is one of several that derive from the research perspective applied by Marton and colleagues in Europe (Marton, F., Hounsell, D., and Entwistle, N. (eds.) (1997). The Experience of Learning, 2nd edn., Scottish Academic Press, Edinburgh) to student learning. A feature of these inventories is that they measure the response of a group to a particular context, rather than more general characteristics of individuals in that group. Studies using these inventories have consistently shown relations between students' approaches to learning and the quality of their learning outcome. The question of interest to many university teachers is whether there are relations between the way teachers approach their teaching and ways their students approach their learning. This question was answered in a study published in 1999 that used the ATI to show that teacher-focused approaches to teaching were associated with students' reproducing orientations. Subsequent research revealed that in subjects where teachers adopted more student-focused approaches to teaching, their students adopted a deeper approach to learning. Some recent research using the inventory is reviewed along with an analysis of the validity of the ATI. The current version of the inventory is reproduced in this paper.