How an understanding of Bakhtin's theory of the chronotope can assist progression in classroom writing

Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing.     

从学习迁移理论看英汉对比教学的重要性

根据认知心理学的学习迁移理论,在英语教学活动中,汉语的学习对英语的掌握具有很大的促进作用。我们在英语教学活动中,要恰当地进行汉语同英语的比较教学,既要发挥汉语的正面学习迁移影响,加速英语学习的进程,同时又要避免汉语对英语产生干扰的负迁移。教师要做好这方面的教学及引导工作,较大面积地促成学生学习过程中的正迁移,提高教学质量。     

论馆员的情商与高校图书馆的服务质量

阐述了馆员的情商是决定高校图书馆服务质量的重要因素，指出高校图书馆服务中存在的情商问题，论述如何在馆员的情商与读服务的良性互动中提高高校图书馆的服务质量。     

大学生篮球运动员自我暗示语体系的研究

运用走访法、问卷法、实验法和心理测试等方法,初步构建了大学生篮球运动员积极自我暗示语体系,即赛前、赛中和赛后积极自我暗示语共计25条,并对其使用效果进行评价,从整体来讲,使用积极自我暗示语对改善大学生篮球运动员的比赛情景的认知水平是有效的,并且效果有性别差异,有角色重要性差异。     

一类二阶泛函边值问题正解的存在性

讨论方程u″ h(t)f(u)=0在边界条件u'(0)=1乙0b(t)u'(t)dt,u(1)=t0乙0a(t)u(t)dt-1乙t0a(t)u(t)dt下正解的存在性,给出了该问题至少存在一个正解的存在性定理。     

“正面宣传为主”的理论起源与价值意蕴

正面宣传是党的新闻舆论工作的一个基础性、战略性抓手。随着宣传思想工作进入守正创新阶段,正面宣传应当如何与时俱进、开新适变,已成为新闻舆论工作中的一个要害问题。本文阐述了新阶段必须牢牢坚持"正面宣传为主"这一基本方针的重要性和迫切性,分析了当前正面宣传工作中存在的问题和挑战,指出正面宣传的守正创新应当瞄准提质增效综合施策,并从理念、实操层面进行了具体探讨。     

与学习进阶相适宜的科学探究课程方案述评

美国的科学探究课程IQWST提供了把科学探究学习进阶理论转化到教学实践的有效方式。其开发理念为:依据学习进阶框架确定课程目标,以"驱动问题"为线索设计、组织课程内容,强调科学知识和科学实践能力共同进阶。这启发我们在落实以"核心素养"为目标的课程改革中要注重知识的部分与整体的联系,课程中合理设置科学实践活动,做好科学探究课程与传统课程的结合。     

中立型泛函微分方程正周期解的存在性

应用锥上不动点理论讨论了一类包含许多时滞人口模型的泛函微分方程的正周期解的存在性.     

积极心理教育在高职和谐宿舍建设中的应用

宿舍是高职学生中一种较为特殊的形式,这样一个群体具有＂正式群体＂与＂非正式群体＂两重性。根据这一群体的特点,运用积极心理教育来开展和谐宿舍的建设工作。     

Does working during higher education affect students’ academic progression?

This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the ‘Bologna Process’. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression.