共查询到20条相似文献，搜索用时 15 毫秒
1.
Prof. Dr. Yasuo Imai 《Zeitschrift für Erziehungswissenschaft》2011,14(3):489-500
Discussions concerning ??literacy?? make it clear that the domain of language has become a focal point for educational policy. In such discussions, language is primarily treated as a basic communication tool. This paper examines, from a philosophical perspective, how appropriate this approach to language is. The philosophical validity of this dominant tendency is analyzed with reference to the work of Wilhelm von Humboldt, Nietzsche, and Wittgenstein. Once the stable relationship conceived by Humboldt among the individual, language, and the world is lost, education displays its more distinctive features, which we see clearly in Nietzsche and Wittgenstein. Both of these philosophers focused their investigation on the rhetorical or performative aspects of language. In contrast to Nietzsche, however, Wittgenstein did not abandon the hope of finding in language the function of showing reality, even if what is said and what is shown remain incongruent. This perspective in Wittgenstein is salient against the dominant tendency, in which the mediating function of language is sought in the dimension of conformity and usefulness. 相似文献
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王卫明 《语数外学习(初中版)》2011,(Z1)
matter一词用法灵活,既可以作名词,也可作动词。一、matter作名词,主要有以下三种意思:1.事情;问题。作复数时可意为事态,情况。例如:It is a matter of importance.这事很重要。How did matters stand?情况怎么样?2.物质。例如:The world is made up of matter.世界是由物质构成的。3.要紧事。例如:It makes no matter whether you come or not.你来不来都无关紧要。 相似文献
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Hsu Anna J. C. Chen Mavis Yi-Ching Shin Nai-Fang 《International Journal for Educational and Vocational Guidance》2022,22(2):285-305
International Journal for Educational and Vocational Guidance - While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of... 相似文献
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matter是一个常用词。它既可以用作名词,又可以用作动词,还可以构成一些短语和习语。现将其有关用法归纳如下: 一、matter用作可数名词或不可数名词。 1.不可数名词matter作“物质;物料”解。例如: The world is made up of matter.世界是由物质组成的。 2.不可数名词matter作“(思想、文章、讲话等的)内容;素林”解。例如: The matter of your essay is good but the style is deplorable.你的文章内容很好,但体裁太糟糕了。 相似文献
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Annarilla Ahtola Gintautas SilinskasPirjo-Liisa Poikonen Marita KontoniemiPekka Niemi Jari-Erik Nurmi 《Early childhood research quarterly》2011,26(3):295
This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed. 相似文献
6.
Jeng Liu 《International Journal of Educational Development》2012,32(1):46-52
Attendance at cram schools is an experience that the majority of Taiwanese have while growing up. However, the incidence and impact of cram schooling are still understudied and have yet received much attention. In this paper, I first illustrate the development of cram schools in Taiwan, and demonstrate the important changes on institutional factors and legitimacy of cram schools. Then I use data collected by Taiwan Education Panel Survey to investigate the net effect of cram schooling on students’ academic performance, and to test whether the opportunity of cram school participation reflects specific patterns of stratification.Empirical results indicate that cram schooling does matter: attending cram schools has a significantly positive effect on a student's analytical ability and mathematical performance. However, cram school participation does not reflect specific patterns of social stratification: the opportunity of going to a cram school for a male student is not significantly different from that of a female; the effects of family background on students’ cram school participation are not as critical as they were in the past. 相似文献
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Background: Feedback is one of the most significant factors for students’ development of writing skills. For feedback to be successful, however, students and teachers need a common language – a meta-language – for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving.
Purpose: The aim of this study was to explore students’ perception of teachers’ feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient.
Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university.
Design and methods: The study concerned students’ writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students’ popular science texts. It also included students’ and teachers’ answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers’ feedback, actual and recalled – by students and teachers, respectively – was analysed and compared using the so-called Canons of rhetoric.
Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content.
Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to students’ understanding of their subject matter. 相似文献
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刘浪 《中学英语园地(高三版)》2004,(Z2)
matter既可以用作名词,又可以用作动词。现将它的用法归纳如下,供同学们学习时参考。一、用作名词1.用作可数名词,意为“事情,问题,情况”等。例如:Itsquiteanothermatter.(这完全是两码事。)Itsnolaughingmatter.(这可不是开玩笑的事。)Thatsonlyamatteroftime.(那只是个时间问题。)2.用作不可数名词,意为“物质”。例如:Mostmatterhasthreestates.(大多数物质有三种形态。)3.thematter意为“乱子,麻烦,毛病”,与wrong同义,其后常跟介词with。例如:Whatsthematterwithyou?(你怎么啦?)Whatsthematterwiththemachine?(这台机器出什么毛病… 相似文献
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matter既可以作动词,又可以作名词,是英语中的一个常用词。现将其用法归纳如下,供同学们参考。一、用作不及物动词1.意为“要紧、有关系”,主要用于否定句、疑问句、条件句中,相当于be important,后跟人时,用介词to;跟物时,用介词about。如: Does it matter if we are a little late?我们晚到一会儿有关系吗? It doesn't matter to me what you do.你做什么我都无所谓。 相似文献
11.
岑耀坤 《语数外学习(高中版)》2007,(6)
<正>matter是一个常用词,既可用作名词,又可用作动词。其主要用法可归纳如下:一、matter作名词的用法1.matter表示“问题”。 相似文献
12.
matter是一个常用词,既可用作名词,又可用作动词。其主要用法如下:一、matter作名词的用法1.matter意为“问题”。例如:It is stillaseriousm atterthat some people drive after having drunk.一些人酒后驾车仍然是一个严重的问题。Whether to buy a car isa matter of money.是否要买车是一个有关钱的问题。2.matter意为“事情”、“事态”。例如:I蒺ll look intothe m atteras soon as possible.Just have a little pa鄄tience.我将尽快调查此事。请多点儿耐心。I蒺d like to talk aboutthe m atterwith you in a frank w ay.我想坦率… 相似文献
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Christopher Knapper 《International Journal for Academic Development》2016,21(2):105-115
This essay provides reflections on the growth and influence of educational development, and the changes in approaches to teaching in universities. It also identifies some areas in which educational development and developers face challenges for the future, including educational technology, leadership and resistance to change. 相似文献
15.
陈光明 《中学生英语读写(高中版)》2003,(3)
nomatter常用作连词词组，作“不管”、“无论”解，后接what/who/when等词，引导让步状语从句，主要用于nomatterwhat/which/who/whose/whether/where/when/how...（从句）+主句。在运用时，应注意：1．从句的时态nomatterwhat/who/when...从句中一般用现在时表示未发生的动作。例如：Nomatterwhenhecomesagain，he薷llbewelcome．不管他何时再来，他都会受到欢迎。Nomatterhowmanypatientscome，weshallbeabletolookafterthem．无论来多少病人，我们都能照料。Nomatterwhetheritrainsornot，we薷llsetoffatsixtomorrowmorn鄄ing．不管是… 相似文献
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Christelle Devos Gentiane Boudrenghien Nicolas Van der Linden Assaad Azzi Mariane Frenay Benoit Galand Olivier Klein 《European Journal of Psychology of Education - EJPE》2017,32(1):61-77
A central trend in qualitative studies investigating doctoral students’ dropout is to stress the importance of students’ integration and socialisation in their working environment. Yet, few of these studies actually compared the experiences of doctoral students who completed or quit their PhD. In order to overcome this limitation and identify the factors that differentiate these two groups, the present study interviewed 21 former doctoral students: 8 completers and 13 non-completers. The results show that what best differentiates these two groups of participants is the extent to which they feel that they are moving forward, without experiencing too much distress, on a research project that makes sense to them. We assume that this set of factors is central in the dropout process. Support from doctoral peers was found to play a positive role overall but did not contribute to differentiating the two groups, presumably because peers have a limited impact on dissertation progress. Supervisors’ support was central to the participants’ stories; it is thus assumed to play a role in the process, but this role is complex and needs further investigation. These results call for a stronger consideration of the doctoral task itself when investigating the process of persistence and attrition and for a more integrated framework that considers jointly both task- and environment-related aspects. 相似文献
18.
Cunha Jennifer Rosário Pedro Núñez José Carlos Vallejo Guilherme Martins Juliana Högemann Julia 《Metacognition and Learning》2019,14(2):89-129
Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and... 相似文献
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Concept mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills. Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse causes of errors, 283 A‐level sixth graders produced concept maps about two differently complex subject matter lessons, we implemented in a pre‐lesson. We defined six types of errors and analysed the distribution and contingency tables in both subject matters. Students in general produced more complex concept maps in the context of the easier subject matter (A) than that of the difficult content (B). Whereas in the former errors simply indicated knowledge gaps, in the latter they often reflected technical misconceptions. The occurrence of a content‐dependent technical error in (B) pointed to a cognitive overload, since the more difficult content is hypothesised to cause higher intrinsic load. From this following, concept mapping could provoke an instructional enrichment by additionally revealing specific knowledge gaps. 相似文献
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This paper shows that high school math and science teacher gender affects student interest and self-efficacy in STEM. However, such effects become insignificant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias. Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher's own gender. The student fixed effects estimates also highlight that creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects. 相似文献