移动环境下的非线性学习及其实施策略

移动环境下的非线性学习具有非系统性、多元性、灵活性等特征,有利于创新型人才和社会适应性人才的培养,是一种重要的学习形式。文章简要介绍了非线性学习的涵义,探讨了非线性学习所具有的几个优势,构建了移动环境下的非线性学习模型,并在此基础上给出了几点实施策略,以促进非线性学习的实施。     

当当网电商发展战略面临问题及对策

当当网作为中国电商行业的先驱,屡屡被后来者所超越,失去了"中国亚马逊"的标签。本文分析了当当网在综合类电商发展战略中出现的主要问题,指出当当网重新定位为垂直型电商的机会不多,应该尽快选择合作伙伴,以期进入B2C电商行业前三强,并认为被苏宁收购是最好的选择。     

面向21世纪的外语教育专业发展战略

本文就我国高校外语教育专业现状做出基本分析,指出为满足21世纪社会发展需要,应加快制订我 国高校外语教育专业的改革和发展战略,并就改革中应注意的问题提出意见和建议。     

Strategies and students: beginning teachers' early encounters with national policy

The 1‐year Postgraduate Certificate in Education Secondary English method course at the University of Sheffield's School of Education has, since 2001, asked its students to write an essay of around 4000 words on their initial understanding and experience of the National Strategies promoted by the United Kingdom's Department for Education and Skills. The essay expects a critical, reflective and analytical piece of writing that records the student teacher's developing views on the place, role and value of the National Strategies in the classroom. Using grounded theory and content analysis techniques, this small‐scale study of the 2005 cohort identifies common perceptions regarding the National Strategies among student teachers of English and seeks to categorise these to account for their developing identities as future English teachers. Drawing on Twiselton's identification of teacher types, Task Manager, Curriculum Deliverer and Concept/Skill Builder, and Shulman's classification of knowledges necessary for teaching, this article will argue that the National Strategies and their respective Frameworks, while successful in moving teachers on from the role of ‘Task Managers’, runs the risk of locking teachers into being ‘Curriculum Deliverers’, and not developing the pedagogical content knowledge necessary for teaching English expertly.     

Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach

ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.     

整合技术的科学教学法知识(TPASK):基本内涵与提升策略

"整合技术的学科教学法知识(Technological Pedagogical Content Knowledge,TPACK)"自2006年首次提出以来,受到了包括科学教育研究者在内的多个教育研究领域学者的广泛关注。科学教育研究者在此基础上提出了"整合技术的科学教学法知识(Technological Pedagogical Science Knowledge,TPASK)"的概念,并相应地探讨了它的基本内涵与提升策略等。     

Face and facework in conflict: a cross-cultural comparison of China,Germany, Japan,and the United States

The purpose of the current study was to investigate face and facework during conflicts across four national cultures: China, Germany, Japan, and the United States. A questionnaire was administered to 768 participants in the 4 national cultures, in their respective languages, to measure 3 face concerns and 11 facework behaviors. The major findings of the current study are as follows: (a) self-construals had the strongest effects on face concerns and facework with independence positively associated with self-face and dominating facework and interdependence positively associated with other- and mutual-face and integrating and avoiding facework; (b) power distance had small, positive effects on all three face concerns and avoiding and dominating facework; (c) individualistic, small-power distance cultures had less other-face concern and avoiding facework, and more dominating facework than collectivistic, large-power distance cultures; (d) Germans had more self- and mutual-face concerns and used defending more than U.S. Americans; (e) Chinese had more self-face concern and involved a third party more than Japanese; and (f) relational closeness and status only had small effects on face concerns and facework behavior.     

小学语文个性化阅读教学探讨

个性化阅读教学已成为新课程改革背景下的热门话题,有关个性化阅读教学的策略探究层出不穷。为此,我们要对教师与学生的角色进行定位,坚持＂以人为本＂的教学理念,构建开放活跃的课堂教学格局;把个性化阅读教学的起点放在课内,尊重学生的阅读感受,让学生在个性化阅读中得到独特体验;提倡教师做学习型教师,为学生个性化阅读教学提供保障,以求达到最终育人的功效。     

高校精品课程网站建设阻碍因素与有效传播策略

精品课程网站既是精品课程建设和共享的载体,也是课程资源呈现和评价的窗口。目前我国高校精品课程网站建设现状不容乐观,在网站信息组织方面,栏目设置混乱,信息表现形式单一枯燥,网站平台色调不符合学科特征;在网站功能方面,资源共享程度偏低,偏重内容展示但忽略了和学生的互动,这在一定程度上阻碍了精品课程资源的开放与共享。从使用者的需求来看,精品课程网站导航栏目建设应进一步规范化;信息表示方式应多元化,充分发挥其媒介功能;网站平台结构应相对稳定,风格与色彩应符合学科特征;交互方式应多样化,资源获取途径应具有针对性。     

数字图书馆版权问题应对策略探讨

版权问题正成为制约数字图书馆发展的瓶颈。数字图书馆建设在资源数字化、数据库开发和利用、计算机软件、网络服务等方面都存在版权问题。在借鉴深圳图书馆自身及同行经验教训的基础上,从四个方面探讨应对版权问题的策略：利用相关法律法规,充分使用无须授权的资源;多途径合法获取数字版权;建立完善的版权管理制度;积极参与版权立法与修订活动。