日记研究在重庆市小学英语教师培训中的应用

日记研究在中英合作重庆市小学英语教师培训中的应用:学员随着培训课程的进展,以日记的形式记录、分析和反思培训内容,并结合自身教学实践存在的问题提出解决办法。中英培训的显著成效证明日记研究可以作为培训者和学员之间的重要交流工具,同时也是提高教师培训实用性,促进教师的专业发展,从而提高教学质量的有效途径之一。     

Discrimination and cognitive failures in Singapore and the US: An investigation of between- and within-persons associations through multilevel modelling

Experiencing everyday discrimination can have a significant negative impact on an individual’s wellbeing. While much attention has been paid to the physical and mental health consequences of discrimination, less is known about how discrimination can affect cognitive health, and most existing work has been conducted in laboratory settings where participants recall discrimination retrospectively. Given the artificial environment and susceptibility to recall bias in such procedures, the current study utilised two daily diary studies, consisting of young adults in Singapore (Study 1; N = 484) and midlife adults from the US (Study 2; N = 3577), to examine the association between discrimination and cognitive failures in daily life. Multilevel modelling revealed consistent evidence that experiencing discrimination was associated with poorer cognitive health at both the within- and between-person levels. These associations between discrimination and cognitive health remained robust even after controlling for demographic covariates previously found to affect cognitive health, as well as daily stressor exposure. These findings suggest that the experiences of everyday discrimination may lead to poorer daily cognitive functioning regardless of whether discrimination was experienced in a daily context or across the lifespan, and indicate importance of raising awareness on the harmful cognitive consequences of discrimination.     

An experience sampling study of organizational stress processes and future playing time in professional sport

ABSTRACT

This study examined the relationships between daily cognitive appraisals of organizational events, affective responses, and coping. In addition, a 5-year longitudinal relationship between coping and performance outcomes at the senior professional level was assessed. Using an experience sampling method, professional academy rugby union players (N = 39, M_age = 17.23 years, SD = 0.87) completed daily diary measures of appraisals, affective responses, and coping over 5 weeks of training. Hierarchical linear modeling revealed that daily cognitive appraisals were related to daily affective responses and coping functions enacted by behaviours, after accounting for a series of within (e.g., time, day, week) and between-person (e.g., personality, key decision-makers) differences. Zero-inflated negative binomial regression revealed that coping related to eliciting support was associated with minutes played at the senior professional level five years later. This study extends theoretical knowledge of the within- and between-person relationships that explain organizational stress experiences. The findings suggest that some coping functions enacted by behaviours may be early indicators of future performance outcomes in professional sport.     

高层建筑施工中沉降观测技术的应用

在高层建筑施工中进行沉降观测应从仪器设备、人员素质、观测周期、观测精度等方面加以控制。通过对沉降曲线图进行分析,确认建筑在施工和使用期间的安全性。     

初中科学实验教学中学生观察力的培养

观察活动是人们感知客观世界的重要方式,是认识活动的开端和基础。学生观察能力高低对记忆能力、想象能力和思维能力的发展具有非常重要的影响。本文从观察在科学实验教学中的地位,以及初中学生在科学实验观察过程中存在的问题等方面进行了简单的阐述;并通过实例着重对培养学生观察力的途径及方法进行了探讨;指出了科学实验中教师有目的、有计划、科学地指导学生进行观察,使学生学会观察,对培养学生的观察能力和良好的科学态度有重要意义。     

从观物方式看中西山水诗的不同——以王维《鸟鸣涧》和威廉·华兹华斯《廷腾寺》为例

叶维廉先生曾在《中国诗学》一书中以王维《鸟鸣涧》和英国华兹华斯《廷腾寺》为例比较中西山水诗以复返自然为主旨,但在观物方式上存在本质区别。王维的诗源于道家思想的东方自然观,讲究"目击道存",发展为"以物观物",呈现出人与自然合一两忘的澄明之境。而华兹华斯的诗歌源于西方人本的思想核心,讲究"主客两分",处处以人观物,揭示出自然与文明的二元对立。本文从产生观物方式不同的原因入手,分析两位诗人在山水诗处理方式上的不同,进而为中西山水诗的比较提供一种解读的方式。     

《张文虎日记》中所记金陵书局本《史记》之刊刻

《张文虎日记》详细记载了金陵本三家注《史记》的刊刻过程.曾国藩、曾国荃兄弟二人最初倡议刊刻经史典籍,清同治四年七月,金陵书局提调周学溶提议刊刻《史记》,并提供他所过录的钱泰吉校本.同治五年春,李鸿章命唐仁寿负责《史记》校刊工作,张文虎实际也参与其事.同治六年四月,曾国藩正式任命张文虎同校《史记》,张文虎与唐仁寿重新制订了校刊条例,旋校旋写,旋写旋刊,同治九年春刊刻毕工.同治九年正月,张文虎开始撰写《校刊札记》,记录版本异文及取舍依据,同治十年底完稿.《日记》还记录了一些不见于《札记》的校本及修版挖补的过程.从《日记》可知,金陵本《史记》中《索隐》注的缺佚出于张文虎的有意删削,此举得到曾国藩的认可.     

教育日记与教师专业成长的实现

教育日记是教师对教育教学中所见所闻、所思所感的定期记录，是增强教师反思能力的有效载体之一，坚持不懈地记录教育日记，可以使教师具有问题意识、评价能力、求知能力、合作态度、执着的精神；并视反思为一个螺旋上升的过程，使教师的教育教学工作得到改善，实现其专业成长的目标。     

外语教学日记研究综述

日记研究作为英语教师专业发展中进行反思的一种很有效的方法,国外对此进行了较多的研究。它是促进外语教师自身专业发展,揭示教学信仰与情感,提高教学质量的有效途径。该文章在已有研究的基础上,对日记的定义、类型、以及日记作用、日记写作及存在的问题等进行综述和评析。     

Self-regulation in Higher Education Teacher Learning

Various studies have focused on self-regulated student learning. However, little attention has been given to the self-regulation processes in teacher learning. In this study, we focus on the work-related learning processes reported by experienced higher education teachers. The aim of this study was to discover whether teachers actively self-regulate their learning experiences (as their students are expected to do) and to examine how this regulation takes place in the workplace. We tested some generally held assumptions and conceptions regarding teacher learning. Fifteen experienced college teachers, from three different colleges in The Netherlands, participated. Two semi-structured interviews and a (digital) diary study were used as the primary data collection methods. We collected 86 examples of teacher learning episodes. These were analysed using a phenomenographic method. The results show that our teachers’ learning experiences are not as self-regulated, planned, reflective, or spiral as some assume. Sometimes, the teachers’ learning was planned (self-regulated), but mostly it occurred in a non-linear (both external and self-regulated) or spontaneous (externally regulated) way. We conclude that our teachers do not always self-regulate their learning, but they mostly do self-regulate their teaching practice (with learning as a result).