批评语篇分析概述     

马婷 《襄樊职业技术学院学报》2013,(3):56-58

文章综述了批评语篇分析在国内外的发展状况,并列举了其中的代表人物以及他们的主要贡献。最后对其在国内外的发展状况作出评价,并预测批评语篇分析的研究前景。  相似文献   

美国教育管理理论运动在世界各国的发展路径     

陈如平 《清华大学教育研究》2005,26(5):48-52

“理论运动”是20世纪40年代末至70年代初美国教育管理研究领域中的重大事件。它以费格尔的逻辑经验主义哲学和西蒙的决策理论为理论基础，建立起实证主义的教育管理理论，大力推动了美国教育管理研究和学科的发展，对世界一些国家和地区的教育管理研究也产生了很大影响。  相似文献   

Examining the “Blanket of Protection” Conferred by Inoculation: The Effects of Inoculation Messages on the Cross-protection of Related Attitudes     

Kimberly A. Parker  Stephen A. Rains  Bobi Ivanov 《Communication monographs》2016,83(1):49-68

Although the effectiveness of inoculation as a strategy for promoting resistance to attitude change is fairly well established, the potential of inoculation messages to offer cross-protection for related, but untreated, attitudes warrants additional attention from scholars. The reported study tested the “blanket of protection” conferred by inoculation. Participants (N = 118) were randomly assigned to read an inoculation message addressing a target topic and subsequently had their attitudes toward three related, but untreated, topics attacked. The results offer some evidence that inoculation messages can confer cross-protection for related attitudes. Participants in the inoculation condition reported greater perceptions of threat, greater counterarguing, and less attitude change in response to attacks than participants in the control condition for two of the three untreated topics. Counterarguing in response to attacks on untreated attitudes appears to be primarily responsible for cross-protection.  相似文献   

Reexamining Fear Appeal Models from Cognitive Appraisal Theory and Functional Emotion Theory Perspectives     

Jiyeon So  Kai Kuang  Hyunyi Cho 《Communication monographs》2016,83(1):120-144

Recognizing inconsistencies between the extant fear appeal theories and emotion literature, this research integrated cognitive appraisal theory and functional emotion theory into a fear appeal literature and proposed a model that describes a process through which both fear and anxiety can contribute to adaptive responses. Findings from an experiment (N = 927) supported the predictions. Fear and anxiety emerged as distinct constructs. Perceived susceptibility was a stronger predictor of anxiety than fear, while perceived severity was a stronger predictor of fear than anxiety. In addition, greater fear and anxiety led to greater response efficacy through increased motivation to obtain protection-related information and heightened attention to such information, thus mediating the threat and coping appraisal processes. The SEM model testing the predictions showed that perceived susceptibility had the strongest total effects on protection intention, followed by anxiety, perceived severity, and fear.  相似文献   

基于批判性思维和创造力的我国大学生信息素养教育模式研究     

张长海 《中国图书馆学报》2016,42(4):102-116

信息素养、批判性思维、创造力是21世纪大学生必需掌握的核心技能,研究并揭示三者的内在影响机制,对于促进高等教育信息素养教育观念的转变,制订信息素养标准,进而优化信息素养教育模式,具有重要意义。本文采用问卷调查方法获取我国大学生信息素养、批判性思维能力和创造力状况的基本数据。通过回归分析和中介效应分析发现:信息素养、批判性思维对创造力影响显著,批判性思维在信息素养对创造力的影响中存在显著中介效应。通过路径分析发现:信息评估能力和信息利用能力通过批判性思维的中介作用更能促进创造力,信息素养通过分析能力和系统化能力更能够激发创造力,信息搜索能力通过系统化能力能够最大程度激发创造力;信息搜索能力、信息评估能力、信息利用能力是信息素养的核心能力,分析能力、系统化能力是批判性思维的核心能力。研究结果表明:在信息素养教育中融合批判性思维的培养能较大程度地提高大学生的创造力。根据调研结果及相关理论研究,本文提出融合批判性思维的信息素养教育与专业课程教育的整合模式,即ILi CTi C模式,并提出实现该模式的系统方案,以期为推进我国大学生信息素养教育提供参考。  相似文献   

图式理论与高职高专英语教学     

陈彦梅 《齐齐哈尔师范高等专科学校学报》2006,(4):145-147

认知语言学研究是一门语言学新兴学科,借助认知理论,尤其是图示理论深化外语教学取得了显著的成果.不可否认,图示理论在英语阅读理解中有积极作用,但也存在着局限性.我们应该借鉴图式理论推动新形势下高职高专的英语教学改革.  相似文献   

The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education     

Jotie De Meyer  Bart Soenens  Nathalie Aelterman  Ilse De Bourdeaudhuij  Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):632-652

Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students’ motivation, they would do so through somewhat differential motivational processes. Unfortunately, the relevance of the conceptual distinction between internally and externally controlling strategies has not been examined systematically. In the context of sport and physical education (PE), most studies on controlling teaching have either measured controlling teaching in an undifferentiated way or have focused on one particular feature of controlling teaching.

Purpose: The purpose of this study was to provide a more fine-grained picture on the differential de-motivational effects of internally and externally controlling teaching strategies in the domain of PE.

Participants: A total of 925 students with an average age of 15.80 years (±1.99) coming out of 92 classes taught by 22 different PE teachers participated in the present study.

Data analysis: Data on perceived controlling teaching style and students’ motivation were analyzed within a multilevel framework from both a variable-centered (regression analyses) and person-centered approach (cluster analyses).

Results: We found evidence for a distinction between perceived internally and externally controlling teaching. Both teaching styles were strongly related to each other (r?=?.54). At the level of zero-order correlations, both internally and externally controlling teaching related negatively to students’ intrinsic motivation and identified regulation and related positively to introjected regulation, external regulation, and amotivation. However, when both teaching styles were included simultaneously as predictors of motivation in the regression analyses, only internally controlling teaching predicted poor quality and low quantity of motivation. A cluster analysis revealed different profiles of perceived controlling teaching style, with two profiles being characterized by either high or low levels of the two types of controlling teaching and other profiles displaying elevated or reduced levels of one of the types of controlling teaching. This person-centered analysis confirmed that particularly students who perceive their PE teacher as internally controlling are likely to report poor-quality motivation.

Conclusion: Controlling teaching (and internally controlling teaching in particular) is related to maladaptive motivational outcomes. As such, it can be advised to PE-practitioners to refrain from using controlling strategies when teaching students. More research is needed to identify the conditions under which teachers’ behavior is perceived as externally and/or internally controlling.  相似文献   

Disentangling Race: Re-Narrating Apartheid Sport?     

Douglas Booth 《国际体育史杂志》2016,33(15):1866-1883

Abstract

This paper involves a search for interracial entanglements in South African sport and considers how these experiences may be narrated. The paper comprises three sections. The first provides an overview of traditional narratives of apartheid and apartheid sport that focus on race as a perpetual marker of social division. The second section shifts attention to the gaps, blind spots, mistakes, paradoxes, ironies, anomalies, ambiguities and invisibilities in the structures of apartheid that allowed for racial encounters and entanglements. The paper concludes with a discussion about the methodological and political implications of incorporating racial entanglements into narratives of apartheid sport.  相似文献   

关联理论与跨文化交际会话含义的理解     

刘明志 《怀化学院学报》2006,25(3):109-111

Sperber ＆ wilson的关联理论将交际看作一种认知活动,试图从人的认知特点和过程山发,揭示交际规律.关联理论使跨文化交际中的语用会话含意推导摆脱了Grice合作原则的束缚,也从认知的角度探讨了礼貌现象,为跨文化交际中话语的理解提供了新的理论依据,有助于解释跨文化语言交际活动中出现的语用失误与交际失败现象.  相似文献   

语用模糊的认知分析   总被引：2，自引：0，他引：2  

李元胜 《华中科技大学学报(社会科学版)》2007,21(1):44-48

语用模糊就是交际过程中的交际参与者对意义的表述或者解释不确定的种种现象。文章从认知视角,用关联理论(Relevance Theory)和空间复合理论(Space Blending Theory)对语用模糊现象进行分析探讨,以解释言语交际中出现的语用模糊的认知心理过程。  相似文献