中国留学生在美国的师生互动压力：以美国某大学为例

本文从师生互动的维度解析了中国留学生在美国大学中的学业压力因素.四种因素构成了中国学生和美国教授互动的主要压力因素:语言功力不足、缺少对学业的自治和自主引领、言语表达的被动性、交流模式的非直接性.中国学生的压力是中关两种文化模式和教育模式碰撞合力作用的结果.这为反思中国教育的问题提供了有效切入点.本文从英语语言教育和转变人才培养观念两个方面为中国教育提出了相应的建议.并指出中国学生应进行"深层结构性社会文化转化",充分适应美国大学的学术文化,与美国教授形成良性互动,最终减缓跨文化所带来的压力.     

Impact of Media

Dennis K. Davis and Stanley J. Baran, Mass Communication and Everyday Life: A Perspective on Theory and Effects (Belmont, Ca.: Wadsworth Publishing, 1981—$7.95, paper)

James B.LOmert Does Mass Communication Change Public Opinion After All? A New Approach to Effects Analysis (Chicago: Nelson-Hall Publishers, 1981—$17.95/8.95)

Annual Report 1978/79. 1979/80 of the John and Mary R. Markle Foundation (50 Rockefeller Plaza, New York, N.Y. 10020—free on request, paper)

Emile McAnany, Jorge Schnitman, and Noreene Janus, eds. Communication and Social Structure: Critical Studies in Mass Media Research (New York: Praeger Special Studies, 1981—price not known)     

Education,religion, and deliberative democracy

This paper describes how a group of primary schools in Northern Ireland plan a differentiated curriculum, and the extent to which subject co-ordinators offer guidance to teacher colleagues in planning for English, mathematics and science. The views of headteachers, subject co-ordinators and teachers on the ways in which plans are translated into classroom practice for higher and lower attaining pupils in both classwork and homework were obtained. The curriculum support staff described how far they consider teachers are applying the principles of differentiation, including progression and continuity. The results showed that, although most teachers were said to understand the meaning of differentiation moderately well, help was needed in drawing up schemes of work and providing for the extremes of pupil attainment.     

MCLB (Much Curriculum Left Behind): A U.S. Calamity in the Making

The relationships between high-stakes testing, curriculum, and the economic needs of our nation are explored. High-stakes testing has been found to narrow the curriculum by forcing more attention to be paid to reading, mathematics, and test preparation. Less time is available for the arts and humanities and for activities that could promote creativity and critical thinking—skills needed for national success in the 21st century. High-stakes testing may ultimately weaken our nation, not improve it.