可教性:教育的生理学透视

存在人类能对教育刺激发生“反映”的可教性这个必要而充分的物质基础，才存在社会学角度的必教性、教育学角度的如何教等教育实践问题。人类的可教性广泛存在于基于基因所支配的脑、喉腔、四肢等形态结构与生理功能之中。人类的可教性奠定了人性及其通过促进人性完善的基础。人类可教性有其顺序性、阶段性、差异性等特征，而这些特征规定着教育实践活动的方方面面。     

Associations Between Teacher-Rated Versus Self-Rated Student Temperament and School Achievement

This study examined whether teacher-rated versus self-rated student temperaments are different in relation to the school grades in Maths and Mother language (ML) instruction in a nationally representative sample of Finnish Secondary School students (n?=?1,063, mean age 15.1 years). The results indicated that teacher-rated temperament was more strongly associated with students' Maths and ML grades than self-rated temperament. All the teacher-rated temperament traits were associated with school grades, accounting for 38% and 45% of the variance in Maths and ML, respectively. Of the self-rated temperaments, high task orientation and its components, high persistence and low distractibility, were associated with better school grades both in Maths and ML. Low reactivity and low negative emotionality were associated only with better ML grades, whereas high inhibition was associated only with better Maths grades. A temperament-conscious education needs to be taken into account in future teacher training.     

教可教 非常教——课堂语用能力教学探析

语用能力的可教性及教法一直以来是学界关心的话题,这方面作了许多探索,但同时也存在广泛分歧。在外语环境下,教学成为中国学习者语用能力发展的必要途径。语用能力不仅是可教的也是必须要教的。语用教学要采取不同于传统词汇句法教学的非常规方式。回顾前人研究并结合自身教学经验的基础上,从语用输入与语用输出、教师责任、语用教学组织三方面提出了一些语用教学建议。     

The impact of school SES composition on science achievement and achievement growth: mediating role of teachers’ teachability culture

ABSTRACT

Previous studies have shown that schools’ socioeconomic-status (SES) composition has an impact on the academic performance of pupils. Less attention has been given to the explanation of this effect. This study examined whether the teachability culture among the school staff (teachers’ collective beliefs about how teachable their pupils are) mediated the school SES effect on science achievement and achievement growth. Multilevel analyses were conducted with data from 1,761 pupils and 1,255 teachers across 66 primary schools in Flanders. First, the analyses indicated that there was a positive association between school SES composition and teachability culture: Even after controlling for cognitive ability and performance of pupils, there was a more pessimist culture in socioeconomically disadvantaged schools. Second, the association between school SES and academic performance was explained/mediated by the teachability culture. However, no school effects or mediation effects were found for achievement growth as the covered period of academic growth was too short.     

交际策略课堂教学可行性及教学方法研究

交际策略研究是应用语言学的一个重要领域，近年来国内外对交际策略的研究方兴未艾。但对交际策略课堂教学的可行性及其作用，理论界至今还有争议。本文从该领域的争论入手，对两种不同的观点进行了概括，进而对交际策略课堂教学在实践中的可行性和作用进行分析和总结，最后提出交际策略课堂教学应遵循的具体指导原则和教学方法。     

英语课堂中语用教学探索

已有的一些研究表明,学生的语用能力是可以通过课堂教学提高的,且显性教学效果明显优于隐性教学的效果。在此基础上,本文主要对英语课堂中的语用教学的内容作了探讨,认为语用教学应包含四方面的基本内容,即语用学基本概念和理论,特别话语的理解和使用,典型的生活场景对话以及中西文化对比分析等。本文还初步探讨了语用教学面临的问题,认为制约语用教学普及的因素主要涉及到教材、课程设置、师资、测试等方面。