高职学生交流能力的培养途径及训练方法探折

高职院校培养学生的职业核心能力,特别是以与人交流能力是非常重要的,它是高职学生在市场机制下,求职竞争、入职发展和晋职成功的重要能力。无论从事什么工作,都要能够进行纵向和横向沟通,与人交流能力是就业的关键素质,它决定了学生事业发展的辉煌程度。培养具有应用型人才为目标的高职教育,就必然要使学生具有相应的与人交流的核心能力以满足社会的需要。     

Using socio-dramatic play to support a beginning writer: ‘Daniel,the doctor and the bleeding ball’

This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel does not recognise yet the relationship between spoken language and the corresponding grapheme–phonemes. At present he is not making the connections between his aural, oral and visual concepts of how words as text are constructed. In addressing the development of early years writing, the practitioner should be aware of the learning needs of the child as the child develops as an emerging writer in a highly complex problem-solving activity. The complexity of the structural and developmental processes needed to become a writer requires that the child is taught not within a predominantly whole-class structure with its demands for completion within fast-paced time limits. The emerging writer requires sustained recursive opportunities to engage with the experiences, which take the child from the steps of ‘mark making’ to the abstractions of written composition. The decision was made to use the strategy of socio-dramatic play as the framework for the intervention with Daniel. The use of a play/literacy connection (socio-dramatic play) serves to unlock and support the child's writing/spelling development. The child is being supported in his development by the teacher strategically easing the cognitive load, i.e. in this case, through scribing for the child.     

鲁迅文学写作教育思想初探

鲁迅文学写作教育思想包括:文学功用在于改变国民精神;写作主体要冲破一切传统思想与手法;作者以政治思想素质为根本;人物创造宜采取"杂取合成"法和"画眼"法;语言表现力求易懂;习作要先求内容的充实和技巧的上达;反对文学批评的"捧杀"与"骂杀".     

“书仪”内容辨正

有关＂书仪＂的内容,学界存在两种不同的看法。一种看法认为书仪是写信的程式和范本,供人模仿和套用;另一种看法认为书仪是兼有书札体式和典礼仪注内容的著作。检讨敦煌写卷中保存的十余种书仪,我们发现,就＂书仪＂原有的意义来看,第一种看法是正确的,典礼仪注部分中唐以后才被附加到少数书仪中。     

Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.     

How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge

The present study focused on the epistemology of teachers’ practical knowledge by addressing the following research question: how do teachers attempt to reason about their practices and their practical knowledge? The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Within this conceptual framework, they relied on contextual grounds that call for the fact that something should or should not be “done”, rather than something is “true” or “false”. Contextual grounds, then, were found to be backed up by two significant types of warrants: moral ethos, and “what works” notion. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge.     

写作能力的培养从家庭教育开始

学生主观的写作恐惧情绪,客观的词句贫乏无话可说,起源都在于家庭教育。家庭教育中,家长进行孩子启蒙教育的开始,与孩子交流的言语习惯、思维习惯都已是在潜移默化地影响了孩子的语言与思维,这两点也直接地影响了将来孩子在写作中语句、内容、情感、观点的几大写作要素的发展。因此,以家庭教育为入口,从根本上解决写作难的问题具有现实意义。     

论职业教育学的“实践性”特点

知识可以分为科学(理论)知识与实践(经验)知识,或称为显性知识与隐性(默会)知识;职业学校教育与普通学校教育的根本不同之一是传授的知识不同,前者以传授实践知识、隐性知识为主,后者以传授科学知识、显性知识为主,职业教育学是研究职业教育与培训活动的一门实践学科。     

二战中欧洲战场唯一的中国特写作家——萧乾

萧乾的人生经历具有传奇色彩,他出身贫寒,但通过努力最终成为二战风云中唯一的中国战地记者;他的新闻特写融入文学笔法,引人入胜,可读性很强;他在长期的新闻工作中,总结出许多宝贵的采写经验和新闻理念,对于今天的新闻工作者依然有着指导和借鉴作用。     

论《中学语文教学法》实践教学

<中学语文教学法>课程是高等师范院校一门主要必修课.作为师范教育本科学生的专业课,它对于学生树立正确的语文教学理念,增强从事语文教学的责任感,培养从事语文教学的基本能力,具有重要的意义.<中学语文教学法>课程,通过"增加选修课程,加强实践教学;积极开展实验,建构实践模式;提倡多媒体教学,提高实践效果;联系中学实际,增强实践意识;改革实习制度,强化实践训练;开展科研活动,培养实践精神"等实践环节,以促进"教学法"课程新的理论体系的构建,帮助学生培养驾驭教材、组织教学、研究教育的实践能力.