认知教学法的理论依据及其在大学英语教学中的运用

认知教学法理论强调将语言的学习和运用结合起来,在理解语言规则的前提下,进行有意识的学习和操练.我国的大学英语教学现状要求英语教师在教学实践中应采取符合学生认知心理和我国英语教学实际的认知教学法,切实提高教学效率和水平.     

‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: exploring young children’s cognitive play opportunities in natural,manufactured and mixed outdoor preschool zones

Outdoor preschools are critical for children’s play and development. Integrating observational and interview methods, this study examined four-to-five-year-old children’s cognitive play experiences in an outdoor preschool with natural, mixed and manufactured zones. The observational results indicated that the natural and mixed zones offered a diverse spectrum of cognitive play, were supportive of different learning styles and expanded their understanding about the world. Children preferred the diverse, challenging and constantly evolving natural settings in these zones. Integrating diverse natural and manufactured settings with loose elements, the mixed zone supported considerable opportunities for functional, exploratory and games with rules play behaviors. The accessible loose materials inspired children’s imagination, social engagement and games. In contrast, the manufactured zone offered the most functional and non-play behaviors, and was perceived as an unexciting, predictable and tedious environment. The findings suggest incorporating natural features and settings in outdoor preschools to support a diverse spectrum of cognitive play.     

基于“乖张”准则的言语幽默生成机制研究

乖张是"违异之意".违背规律,古怪离奇,不合时宜,不合逻辑,不合情理,都可视为"乖张".乖张是幽默产生的重要源泉.有乖于"情"是言语幽默生成的心理机制;有乖于"理"是言语幽默生成的逻辑机制;有乖于"常"是言语幽默生成的文化机制;有乖于"认知"是言语幽默生成的认知机制."乖张"准则在言语幽默的构建中有着十分重要的作用,只有充分理解它并有机地运用于实际,我们的言辞才会更加风趣,我们的交际才会更加顺利.     

促进学习的评价:在线开放课程中同伴互评投入度研究

后疫情时代,提质增效是在线开放课程内涵式发展的重要抓手。重申促进学习的评价,强调学习者的深度参与,探究学习者参与同伴互评的特点及现存问题具有重要的现实意义。文章基于国内一门在线开放课程,采用学习分析技术从结构化与非结构化数据入手,分析在线开放课程同伴互评过程中学习者的投入度,并进一步探究同伴互评投入度与学习绩效的关系。研究结果表明,在线开放课程中学习者同伴互评的行为投入及认知投入不高,但是参与同伴互评能够识别更有动力通过课程的学习者,且其认知投入度能够预测其学习绩效。基于FBM(学习行为模型)模型提出促进同伴互评投入度的两阶段干预策略,从而提高学习者参与同伴互评的投入度,并为教师及平台提供更具针对性的策略建议。     

Note-taking in the college classroom as evidence of generative learning

College student notes were analysed with respect to the amount of words copied directly, omitted and added to the teacher’s overheads or PowerPoint slides in order to understand the effect of teacher scaffolds on student generative learning during initial encoding. Scores on quizzes taken at the end of classes from which notes were collected were analysed with respect to the content of student notes and teacher scaffolds. Statistically significant results were found when comparing how much students copied, added and omitted, whether teachers used PowerPoint presentations or overheads, and with respect to the amount of information teachers presented visually. Significant effects also were found on performance quiz items with respect to the amount of information that teachers provided.     

作文命题设计与审题指导训练

命题作文是中小学写作训练的常用方式.作文命题的主要方式有借鉴式命题、实用式命题、智能式命题和自教式命题四个类型,它们分别对应于认知学习水平的知识/理解水平、运用水平、分析/综合水平和评价水平.审题指导的内容包括明确范围、把握重点、选准文体和确定人称.审题指导的探作要点是比较题目含义的差异和分析题目的语言成分.     

教育博客支持下的个人学习策略

教育博客的兴起引起了学习者学习范式的转变,表现出技术平民化、叙事数字化、思想多元化、学教协作化、表达个性化等教育特性,并对学习者的认知策略、元认知策略、资源管理策略等学习策略提供了有力的支持。     

Something的妙译

Something的用法灵活多样,其译文亦随之丰富多彩。本文从something的不同用法入手,详细介绍了 该词在不同语境中的译法。     

Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement

This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.     

网络课程学习中认知系统的分析

本文通过对网络学习中的认知系统进行剖析,指出教师不仅需要通过网络课程控制好向学生输出的认知信息的内容和呈现方式,还应设法通过网络课程调节学生的认知加工状态和教师本身的认知加工状态,充分调动他们内在的潜力和动力。