教师专业自主:何以可能与如何可能

教师专业自主已成为当前教师专业化运动的重要发展趋势。教师专业自主的存在成为可能,主要是基于权力、知识、伦理和环境四方面的基础。实践中的教师专业自主得以实现,则是赋权增能的必然结果,是摆脱赋权与规训相互纠缠的产物,也需要实现由外在角色规定向内在身份认同的转变。     

意思自治原则在传统民法中的式微及在国际私法中的勃兴

通过分别考察意思自治原则在传统民法领域和国际私法领域内的发展历史以及对其衰荣的实证分析．揭示了20世纪以来,意思自治原则在传统民法领域和国际私法领域中表现出的不同发展趋势：在传统民法中渐趋式微但在国际私法领域却日益勃兴的实质。     

论民族区域自治在我国政治生活中地位的变化

民族区域自治是我国处理民族问题的一项基本政策,也是我国的一项基本政治制度.但从正式提出以民族区域自治作为解决我国民族问题的一项政策到基本政策,民族区域自治制度从最初确定为国家的一项政治制度,到定位于国家的重要政治制度,再到定位于国家的基本政治制度,却经历了一个长期探索的过程.文章分阶段详细地分析了民族区域自治在我国国家政治生活中地位变化的过程及背景.     

Bilingual poetry: expanding the cognitive and cultural dimensions of children's learning

Stories and poetry have long been considered a resource for the language and literacy development of bilingual children, particularly if they can work with texts in both mother tongue and English. This paper demonstrates that bilingual learning is also beneficial for second and third‐generation children whose English is often stronger than their mother tongue. Presenting data from an action research project in East London primary schools, we show how children investigated metaphor and cultural content in a Bengali lullaby, clarifying concepts through dialogue with their parents. Comparison with a lullaby in English from North America generated additional ideas concerning different cultural values. The learning process enabled children to use their bilingual skills and draw on different aspects of their bicultural identities. Finally, we explain how bilingual poetry can be used to stimulate learning in a multilingual classroom context, through the example of a whole‐class lesson based around Bengali and English lullabies.     

教师非言语行为与学习者的情感因素——外语课堂教学有感

本文通过教师非言语行为和学习者情感因素的表现形式及其各自的作用,分析了彼此之间可能的关系、以及在外语课堂教学中教师的非言语行为对学习者的情感因素可能造成的影响,提出正确地利用非言语行为将有益于增强学习者的学习效果。     

新课改下探究式学习理论解析

从新课改的背景及现状谈起,结合改革目标、课程设置、课程评价等,从概念、分类、宏观结构和微观流程等几个方面对探究式学习进行简要的理论分析,以期望达到探究式学习能更好地为新课程改革服务的目的。     

网络资源与学习者自主性的培养——VOA网络资源作为大学英语听力教材的试用调查

针对如何培养学习者自主性这一问题,调查分析了VOA网络资源作为大学英语听力教材的试用情况。结果表明:VOA网络资源作为听力教材能激发学习者的学习动机和学习态度;能培养学习者有效运用学习策略的能力;培养自主学习的习惯,从而促进学习者自主学习能力的发展。     

School leaders’ perspectives on government-initiated changes in Flemish secondary schools

ABSTRACT

This paper explores the perspectives of Flemish secondary school principals and coordinating principals on the government-proposed changes and uncovers their experiences with these changes in an in-depth manner. In a school system characterised by school freedom and free school choice, semi-structured interviews with 21 school leaders revealed the significance of school autonomy to create bottom-up solutions to the change-related problems. However, infrastructure, monetary resources, teacher, and parent reactions sometimes proved to be obstacles, jeopardised effective implementation, and affected the leaders’ workload extensively. The results showed the critical roles played by the school principals to satisfy the change-related needs of the staff and motivate them for change. The findings collectively suggest the need for more attention devoted to 1) the human side of the change, 2) greater support provided throughout the process, and 3) a loose connection between politics and change-related decisions.     

调动学生情感 促进自主学习

介绍了自主学习的概念,分析了情感与自主学习的关系,重点探讨在外语教学中教师如何实施情感教学以建立教师与学生之间相互信任和良好合作的关系,增强学生的责任感和自尊心,从而提高他们的自主学习能力。