中国学生英语口笔语中的模糊性元话语对比     

洪婵 《四川教育学院学报》2010,26(1):94-97

采用英语口笔语语料库（SWECCL）,定量调查中国英语专业学生口笔语中模糊性元话语may,may—be,might,perhaps,possible,probably的使用情况。结果显示：（1）口语中的模糊性元话语使用频率高于笔语,前者使用频率最高的为maybe,后者使用频率最高的是may;两种语体中might,perhaps,possible,probably的使用频率相对较低;（2）口语方面,会话场合的模糊性元话语使用频率要高于独白场合,两者maybe使用频率最高。（3）笔语方面,议论文中的模糊性元话语使用频率高于记叙文,两者may使用频率最高。  相似文献   

Out-group value incongruence and intergroup attitude: The roles of common identity and multiculturalism     

Yanjun Guan  Maykel Verkuyten  Helene Hoi-lam Fung  Michael Harris Bond  Sylvia Xiaohua Chen  Charles Ching-hai Chan 《Int J Intercult Relat》2011,35(3):377-385

This research was designed to examine the moderation roles of common social identity and multiculturalism on the established relationship between Mainland Chinese's perceived value incongruence with Hong Kong Chinese and their negative attitude towards Hong Kong Chinese. A survey study was conducted among 202 college students in Mainland China and the results showed Mainland Chinese's value incongruence with Hong Kong Chinese significantly predicted their negative intergroup attitude. In addition, the results also revealed that among participants with high identification with the super-ordinate Chinese national group, this negative relation was significantly weaker than those with low Chinese identification. In addition, among participants with high multiculturalism endorsement, the relation between value incongruence and intergroup attitude was significantly weaker than those with low level of multiculturalism. Implications of this research and future directions were discussed based on these findings.  相似文献   

“求人”抑或“求己”？经营困境下的企业家活动配置与价值再造     

杨婵  贺小刚  王博霖 《研究与发展管理》2023,35(3):137-150

经营困境中的企业家倾向于采取何种策略以提升组织价值再造能力,是战略领域的学者高度关注的研究热点。本文考察了经营困境对企业家活动配置的影响及外部制度因素与企业控股性质的调节作用,并探讨了不同的企业家活动配置对组织后续价值再造能力的差异化影响效应,得到如下结论。经营困境下的企业家活动配置存在双面性,困境不仅激发了企业家的创新投入动机,同时也提升了企业家的关系投入意愿,并且,相对于“求己”式创新投入,企业家更倾向于采用“求人”式关系构建等非生产性策略。地方政策不确定性越高,越发促使困境企业同时增加创新投入与关系投入,“求人”与“求己”双管齐下的动机越强。国有控股制约经营困境与企业家活动配置之间的关系,相对而言,困境企业在国有控股治理机制下的创新动力和关系运营动机都将弱化。困境企业通过增加创新投入提高自身能力能够起到抑制衰退、恢复市场价值的积极作用,而依赖他人的关系策略则并不利于企业价值再造能力的提升,困境企业要实现战略复苏,创新投入优于关系投入。本研究不仅丰富了企业家活动配置的前因研究范畴,而且有效拓展了顺序注意逻辑与企业价值再造理论的研究框架,同时通过比较企业家活动配置的差异化复苏效应探究...  相似文献   

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?     

Jenny Yun-Chen Chan  Chloe Byrne  Janette Jerusal  Allison S. Liu  Justin Roberts  Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966

Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic

• DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
• Students who solve more problems within math games tend to show higher performance after gameplay.
• Students' engagement with mathematics is often related to their prior math performance.

What this paper adds

• For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
• Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
• Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.

Implications for practice and/or policy

• DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
• DragonBox 12+ can engage students with mathematics across achievement levels.
• Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.

  相似文献   

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK     

Laura Clarry  Annie Wood  Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.  相似文献   

Confronting Prejudice and Stereotypes: A Teaching Model     

Annie McKee  Susan Schor 《Performance Improvement Quarterly》1999,12(1):181-199

ABSTRACT : As the demographics of the workforce continue to change dramatically and the globalization of the marketplace escalates, it becomes increasingly important for employees, managers, and leaders to value differences and to work effectively with people who have various cultures, backgrounds, races, genders, sexual orientations, and languages. The competencies and skills necessary for effectively working across these boundaries do not necessarily come naturally, and it is increasingly essential for organizations to provide opportunities for people to develop the capacity to deal with volatile issues such as diversity, prejudice, and stereotyping. These issues, which lie at the heart of many problematic interpersonal conflicts and systemic dysfunctionalities, are extremely difficult to address in learning situations, whether classroom or boardroom. In this article, we present a management development experience based on the notion that sharing accurate information, developing self awareness, and enhancing the capacity for empathy lead to heightened awareness of the negative consequences of prejudice and stereotyping and quite possibly encourage people to consider adopting more effective attitudes and behaviors. Specifically, we present a conceptual framework upon which diversity education initiatives may be based and a brief activity entitled, “Prejudice in Our Lives,” which has proven very effective in both higher education and management development venues.  相似文献   

A qualitative study of secondary-school students’ perceptions of interpersonal teacher behaviour in Hong Kong     

Sivan  Atara  Chan  Dennis W. K. 《Learning Environments Research》2022,25(2):305-324

Learning Environments Research - This qualitative study explored Hong Kong students’ views and reactive emotions towards interpersonal teacher behaviour in their classrooms. Fifteen...  相似文献