解读方鸿渐的尴尬人生

复杂、生动、极富个性的方鸿渐形象，已见诸多论述，本文则从“心理距离”这一层面，分析作者如何通过抓住人物的情感、拉开人物的情感距离，展现人物的复杂心理与多重性格，揭示人物的灵魂。     

浅谈认知法与初中英语复习课

随着新课改的深入贯彻,如何改革传统的初中英语复习课的模式,如今已成了我们初中英语教师的当务之急。本文就从初中英语复习课的类别和现状出发,结合外语教学法中的认知法,对初中英语教师在上英语复习课时应遵循的相关原则进行一定剖析,提出提高初中英语复习课实效性的策略。     

Corpus Linguistics Facilitates English Teaching

Corpus linguistics has been widely applied in English teaching. Corpus linguistics has changed the way to teach English. The essay discusses two approaches in English teaching based on corpus, corpus-d...     

体育教学中学生创新能力的培养

随着时代发展,社会越来越需要高素质的创新性人才,在体育教学中鉴于开发和培养学生的创新能力既贯彻了素质教育精神,又为学生的终身体育意识打下基础。目前普通高校体育教学普遍存在重应试而轻应用、重继承而轻创新的问题。本文特对普通高校的体育教学现状进行了分析,并探寻了培养学生创新能力的对策。     

对积分第一中值定理的探讨

探讨积分第一中值定理推广,以及积分第一中值定理的逆定理及其成立条件.     

Shaping a gender equality policy in higher education: which human capabilities matter?

South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development.     

英语被动语态的语用平面分析

从发话人的角度对英语被动语态进行语用平面分析,重点分析发话人的话语意图和被动语态的使用策略。     

福建省高中化学教师培训：做法、问题与对策——以2011年高中化学教师培训项目为例

教师队伍素质的提升直接关系到教育质量的提升。本文以2011年开展的两个高中化学教师培训项目为例,阐述了培训的基本情况、主要做法和成效,讨论了培训存在的问题与不足,最后提出了几点改进措施与对策。     

Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision?

For many years, teachers’ intuitive evaluations of pupils’ competences was considered to be a solid base for decisions; it is only recently that teachers have been expected more and more to use data. We state that insights on intuitive and data-driven approaches need to be integrated to understand and support informed, professional decisions in education. Starting from an integrated framework we studied teachers’ decision process regarding the transition of 30 pupils during their last year of primary education within a case study design. Results describe different approaches to decision-making. Some teachers greatly rely on intuitive processes when they ultimately make the decision, even if data was collected. Other teachers combine and weigh information deriving from deliberate processes of data use and from intuitive recognition before they decide. Implications for theory and practice are explained.     

Social inequalities in early childhood competences,and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) the association between social background and early socio-emotional and cognitive competences at age 5 and (2) the relative and independent contributions of early socio-emotional and cognitive competences to educational and socio-economic attainment in adulthood. A multi-dimensional (multiple exposure, multiple outcome) approach is adopted in conceptualising social background, childhood competences and adult outcomes by age 42. Indicators of social background include parental education, social class, employment status, family income, as well as home ownership, enabling us to test which aspects of socio-economic risk uniquely influence the development of early competences. Indicators of childhood competences include directly assessed cognitive competences (i.e. verbal and visual motor skills), while measures of socio-emotional competences include hyperactivity, good conduct, emotional health and social skills, reported by the child’s mother at age 5. Adult outcomes include highest qualifications, social class and household income by age 42. The findings suggest that multiple indicators of social background are associated with both socio-emotional and cognitive competences, although the associations with socio-emotional competences are less strong than those with cognitive competences. We find significant long-term predictive effects of early cognitive skills on adult outcomes, but also independent effects of socio-emotional competences, in particular self-regulation, over and above the role of family background. The study supports calls for early interventions aiming to reduce family socio-economic risk exposure and supporting the development of cognitive skills and self-regulation (i.e. reducing hyperactivity and conduct problems).