Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.     

小学生自我概念训练的实验研究

通过Piers-Harris儿童自我概念量表筛选出三至五年级低自我概念的学生,实验组接受认知训练,控制组不接受训练。认知训练以后,三个年级的实验组的自我概念水平提高的幅度均比控制组的幅度要大,经统计检验,差异都非常显著。这表明:(1)认知训练可提高学生的自我概念水平;(2)小学三到五年级自我概念水平的训练效果不存在年龄差异;(3)小学三到五年级自我概念的训练效果不存在性别差异。     

Promoting cognitive and social aspects of inquiry through classroom discourse

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.     

图形—背景理论解读英语中动结构的语义基础

从认知语言学的视角探讨英语中动结构的认知语义基础,运用“图形—背景理论”对中动结构及其相应的被动语态进行比较分析。本文认为两种句型结构虽都表达了被动意义,但由于某种原因1)即使图形相同,充当的角色也不同;2)背景不同,凸显程度及其所起作用亦不同;3)后景的凸显程度也不同这三种情形而导致两种句型结构的语义并不相同。     

论认知语境与英语多媒体教学的整合与同构

自上世纪末,我国语言学界掀起了研究认知语言学热潮,尤其是对认知语境与关联理论在对语言教学的指导方面推崇备致,而多媒体在语言教学中的作用却受到了某些人士的质疑。本文的目的在于揭示认知语境和关联理论在指导教学中的局限性,并通过多媒体与传统教学手段进行比照,说明多媒体教学比传统教学更能有效地解决认知语境与关联理论的这一局限性。     

认知语境及其与传统语境的比较

认知语境在传统语境的概念上发展而来。是在研究语境问题时。把人的认知能力和语境结合起来。认知语境把传统语境所包含的内容结构化和认知化。它不但包含了传统语境研究的内容，而且包含语言使用者大脑中所有关于世界的假设以及认知处理能力。形成一个心理建构体，为语用推理提供了一个平台。和传统语境相比。认知语境更清楚、更有说服力地解释了语境对于语篇理解的作用机制。     

认知语境下动态介词to和from的解析

介词虽是虚词,在句子中不作任何独立成分,但有些介词具有动态意义,可表现出动作的过程、趋向等。以to和from两个方向性运动介词为例,运用语用学和认知语言学有关理论成果——认知语境,对其进行阐释。     

从《笨花》看铁凝文学上的突破与发展

铁凝长篇小说《笨花》从史诗品格、风俗画等多方面着笔改变了她以往的写作风格,以一种新的视角关注着历史风云变化下的"世俗烟火",挖掘人性中的大美,关注人民的内在道德和智慧完成了她在艺术和思想上的突破与发展。     

基于虚拟现实技术的企业认知实践教学设计与仿真实验开发

机械类专业学生企业认知学习的目标和任务是使学生了解企业生产和工作环境,增加学生对机械专业工作岗位群的感性认识,并通过理论联系实际初步培养学生的工程意识、工程素质和工程实践能力,为今后进一步学好各门专业课奠定基础。而由于实习学生人数多、学生实习既耽误工作又妨碍生产,因此很多企业都不太愿意接收学生在企业实习,实习企业难找是目前大部分机械类专业面临的共性问题。本论文针对实习企业难找的问题,利用虚拟现实技术设计了以真实存在企业环境为基础的虚拟认知实践教学环境,并开发了可完成仿真实验的数字化虚拟工厂。基于虚拟现实技术的数字化工厂有效解决了学生实习企业难找的问题,为实习学生提供了不到工厂也能参观企业的各个部门及生产车间、了解生产流程、熟悉各类生产设备和工艺的平台。     

数学教师认知偏差的分析及对策

借助认知偏差的概念，归纳出数学教师认知偏差的表现及对数学教学的消极影响，对数学教师的认知偏差进行了归国分析，指出了数学教师认知偏差的克服途径。