从生发过程看网络语符的本质

近年来,许多社会事件被互联网所传播、扩散与放大,与之对应的网络语符也逐渐增多。关于这一现象的既有研究大都从语言符号学出发,对网络语符进行特征研究或分类总结。而本文从传播学视角出发,考查近年热点事件型网络语符的生发过程。研究发现:正是网民在互联网语境下累积的自组织行为,导致了网络语符的生发与传播扩散,其中转型社会中频发的社会事件起着显著的调节作用。网络语符体现的是官民话语的博弈,本质上隶属于自下而上的民间话语体系。本研究对网络语符的研究是一种视野上的补充。     

Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer

Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.     

严复与近代中国自由主义思想范式的确立

严复是近代中国第一个系统阐发自由主义的启蒙思想家,他建构了一个囊括政治、经济、伦理和思想言论自由等诸多内容在内的自由主义理论系统。严复在肯定个体自由的终极价值的同时,主张群体自由与个体自由的平衡与协调,认为群体自由与个体自由在不同历史时期和社会发展阶段,二者应有所侧重或有先后之分。出于救亡图存的现实考虑,严复主张国群自由优先于个体自由。严复对国群自由与小己自由两种价值的关怀与思考,表征着近代中国自由主义独特的问题意识,即珍视个人自由与追求国家富强的内在困境。严复自由主义思想的系统性和个性特色为近代中国自由主义规定了大致走向,基本确立了近代中国自由主义的思想范式。     

“I am” versus “we are”: Effects of distinctive variants of self-talk on efficacy beliefs and motor performance

Abstract

Before completing a team-based dart-throwing activity, 80 undergraduates were randomly assigned to one of three pre-performance self-talk conditions: (a) self-talk statements that focused upon one's personal capabilities, (b) self-talk statements emphasizing the group's capabilities, or (c) a control condition where neutral statements were implemented. Participants in all conditions subsequently rated their confidence in their own (i.e. self-efficacy) as well as their team's (i.e. collective efficacy) capabilities, before carrying out the task. Overall, self-efficacy, collective efficacy, and performance indicators were all greatest for individuals who practised self-talk focusing on the group's capabilities, as opposed to individual-focused and neutral conditions. Findings are considered with respect to their novel theoretical contribution to the social cognition literature and their implications for fostering efficacy perceptions and team performance.     

A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India

This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6-14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions.     

Teaming up: Linking collaboration networks, collective efficacy, and student achievement

Improving student achievement through teacher collaboration networks is a current focus of schools in many countries. Yet, empirical evidence on the relationship between teacher networks and student achievement and mechanisms that may explain this relationship is limited. This study examined the relationship between teacher networks and student achievement and the mediating role of teachers’ collective efficacy beliefs. Data were collected from 53 Dutch elementary schools. Using social network analysis and multiple regression we analyzed teacher survey and student achievement data. Findings indicate that well-connected teacher networks were associated with strong teacher collective efficacy, which in turn supported student achievement.     

学校变革中的“利益冲突”:表现、成因及其化解

利益冲突是学校变革过程中各种冲突的焦点,主要表现为公共利益和个人利益之间以及不同主体的个人利益之间的冲突。产生利益冲突的主要原因是由于权威及权力结构分配的不平等,以及"集体行动逻辑"所导致的"囚徒困境"。基于此,要化解学校变革中的利益冲突,一是要实现良性的利益冲突管理;二是要关注学校变革的公共利益,实现利益共享。后者需从建立"经济人"和"道德人"相契合的人性观、实现异质合作以及激发主体的道德使命感三方面为着重点,真正实现学校变革中的利益共享。     

小学数学教学中厌学学生的转化策略

在小学数学教学中,有些学生的抽象思维能力、逻辑思维能力不强导致学习成绩较差,久而久之产生了一种厌学的情绪,并随着时间的推移,他们的厌学心理越来越严重。在改变他们厌学心理的过程中,需要发挥集体的力量,加强学校、家长以及社会等各方面的配合,群策群力,一起帮助他们树立自信心,让他们对学习不再感到枯燥无味。那么,这些学生有了学习的兴趣以后,就有了学习的动力,进而摆脱学困生的身份。     

Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.