乡政村治的总体分析

本从一组同心圆模型入手,对中国农村治理模式的变迁进行了回顾,阐明了“第二圈层”对于不同治理模式的决定作用。在此基础上章对当代乡政村治的结构进行了“治理流程”梳理,提出了“乡村合流”现象。接下来章构建起基于“理性行动理论”的“目标一行动”分析框架,并以此对“乡村合流”成因作了剖析。最后,章采取演绎的方法构建起解释性的“科层一法人”理论,以此解释农村治理过程中的规律性现象。     

《国富论》的中国观——纪念《国富论》出版230周年

亚当.斯密的《国富论》是马克思主义东方学的思想来源。该书的每一篇都论及东方大国中国的政治制度、经济制度及文化传统。斯密正确地指出中国社会长期停滞的深层原因。重视农业而抑制工商业,小农经济为基础的专制政治,阻碍中国社会过渡到近代生产方式;农业、农民、农村问题是社会进步和经济发展的最大课题。其论点的准确度和论述的深刻性,至今具有借鉴意义。     

对比语言学与二语习得关联性研究

本文以中介语对比分析理论、概念迁移理论、生成学习理论为依据,从对比语言学和二语习得的发展概况出发,以二语词汇习得等为例,论证对比语言学和二语习得之间存在:概念意义上,两者具有相交性;发展历程上,两者具有相似性;研究目的上,两者具有一致性。     

2005年以来国内汉语教材研究的现状与问题

2005年以来,圆内的汉语教材研究取得了丰硕的成绩。总体来说,近年来研究的绝对数量稳步增长;对教材鳊写原则的探讨进一步深化。其中以教材语音、词汇、语法、文化等构成要素为对象进行的研究数量较多,对教材练习和生词注释的研究日渐引起关注,且研究者开始探讨以某一种教学策略或教学法为指导的教材编写模式,对流行教材的反思研究也有所增多。同时,文章分析了目前的教材研究中存在的问题。希望对今后的汉语教材研究提供借鉴。     

以学生的发展为本全面推进素质教育--上海市中小学第二期课程教材改革综述

实施跨世纪的素质教育 ,必须建立与之相适应的、具有时代理念的现代化课程体系。上海自 1998年以来 ,在总结一期课改的成就与不足基础之上 ,积极开展第二期课程教材改革 ,新一期的课改以“学生的发展为本”作为根本教育理念 ,以创新精神、实践能力培养为重点 ,构建新的学力观 ,在课程目标、课程结构、课程评价及学科体系等诸方面取得了重大的突破     

Development of academic language comprehension of German monolinguals and dual language learners

Acquiring academic language proficiency is considered especially challenging for dual language learners (DLLs), yet research on potential differences in the development of academic language skills of DLLs and their monolingual peers is scarce. Based on a repeated-measures design with two starting cohorts, the present study examines the development of academic language comprehension of German monolinguals and DLLs from Grade 2 to 3 and from Grade 3 to 4 (initial N = 560; M_age = 8.87 years, SD_age = .73). When controlling for students’ gender, socioeconomic and educational family background as well as general language skills, German monolinguals showed larger learning gains in academic language comprehension than DLLs from Grade 2 to 3, but not from Grade 3 to 4.     

Just selection and preparation? CLIL effects on second language learning

Since most studies failed to account for selection and preparation effects, previous studies overestimated the positive effects of Content and Language Integrated Learning (CLIL) on the development of students’ receptive foreign language skills. We examined the English listening and reading comprehension development of N = 448 German CLIL and N = 4,191 non-CLIL grammar school students from grade five to grade nine using full survey data from a 2014–2019 cohort. At the beginning of the study, students were on average M = 10.38 (SD = 0.54) years old. Prior achievement and sociodemographic variables showed significant selection effects. After propensity score matching, data indicated significant preparation effects of additional English lessons. However, when both selection and preparation effects were controlled, no significant additive CLIL effect showed up. We discuss the results in light of earlier contradictory findings and recommend considering selection and preparation effects when studying CLIL effects.     

二战期间的德日矛盾评议

第二次世界大战是由德意日法西斯发动的。在战争期间,法西斯轴心国妄想利用结成同盟关系达成和解,相互支持。然而,它们内部却是矛盾重重,尤其是德日之间的矛盾变化最为明显。虽然两国在世界范围内。已经结成了最有利的同盟关系,但由于双方各自目的和利益等方面的不同,以及彼此间的不信任与猜忌。促使矛盾在不断的摩擦中升级并不断激化,最终加速了同盟的破裂,导致合作失败。     

论抗战时期的“一国两制”

抗战期间在统一的中华民国境内 ,存在着国民党控制的半殖民地半封建社会和中国共产党领导的新民主主义社会两种不同的社会制度。“一国两制”是第二次国共合作的实施方式。抗战时期的“一国两制”保证了抗战取得最终胜利 ,为我们留下许多有益启示 :应坚持合作 ,以和为贵 ;应坚持一个中国的原则 ;应求同存异。     

Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language

The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.