基于语言能力的话语评价     

陈安玲 《泉州师范学院学报》2009,27(1):109-113

语言具有十分丰富的评价资源,主要包含态度评价、介入评价和分级评价。老练的话语者善于使用这些资源,在话语中表达对所叙述的人、事、物之肯定或否定的评价,以引起协商、博取受话者的共鸣,从而增强话语的感染力。得体的话语评价除了准确的判断力,还必须具备丰富的语言知识、良好的语言感觉。鉴于此,本文的结论是评价能力基于话语者的语言能力之上。又反过来证明其语言的能力。以此标准审视英语专业学生的语言能力发展状况,初步调查结果令人深思。  相似文献   

College student perceptions of teaching and learning quality     

Theodore W. Frick  Rajat Chadha  Carol Watson  Ying Wang  Pamela Green 《Educational technology research and development : ETR & D》2009,57(5):705-720

Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.

Pamela GreenEmail:

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Theodore Frick   is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha   is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson   is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang   is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green   is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research.  相似文献   

绩效评估公平感与员工敬业度的关系研究     

刘金波  王兰云 《科技管理研究》2012,32(6):136-138,142

在理论上回顾绩效评估公平感对员工敬业度的影响效应,以组织支持感为切入点,剖析支持感在公平感与员工敬业度关系中所起的作用,并在此基础上提出三者关系的理论框架。  相似文献   

Community Participation in Australian Science and Technology Policy: The Case of Nanotechnology     

《普罗米修斯》2012,30(2):153-163

Abstract

Nanotechnology is widely considered to offer enormous competitive advantages to those countries that possess the knowledge and capacity to harness its potential. As in many other countries, Australia’s nanotechnology policy is in its infancy and lags international research in the field. We examine the role of community engagement in the development of nanotechnology in Australia, and argue that if Australia is to establish a sustainable nanotechnology policy, then it must broaden its perspective and more carefully consider the social, ethical and environmental aspects of nanotechnology. We support the goal of shared economic growth through technological advancement; however, this seems unlikely as long as the Australian government persists with what is essentially a technical and socially exclusive approach to stimulating innovation in nanotechnology. While opposition to nanotechnology is still ‘thin on the ground’, it is starting to emerge and the Commonwealth and State governments would do well to treat it with respect.  相似文献   

工作特征对知识员工敬业度作用的实证研究:基于内在动机视角     

杨红明  刘耀中 《科技管理研究》2012,32(11):169-174

运用问卷测量的方法,以346名知识员工为被试,探讨了核心工作维度和社会支持两类工作特征作用于敬业度过程中内在动机的中介作用。结构方程模型分析显示:核心工作维度对知识员工敬业度以直接促进作用为主,社会支持对知识员工敬业度为间接促进作用;核心工作维度和社会支持对知识员工内在动机均有促进作用,社会支持作用较大;内在动机在核心工作维度与敬业度间具有部分中介作用,在社会支持与敬业度间具有完全中介作用。  相似文献   

后鼻音韵母的把握与普通话的字正腔圆     

郑泽宏 《职大学报》2012,(2):83-86

后鼻音韵母是南方人学习普通话的难点音之一,本文分三步介绍了把握后鼻音韵母的具体方法：一是正确区分前、后鼻音韵母,彻底改变前、后鼻音韵母混为一谈的情况;二是在此基础上着力弥补后鼻音韵母不到位的缺陷,能够念出标准、规范的后鼻音韵母;三是注意纠正因强调＂后鼻音＂而矫枉过正的毛病,进而把握后鼻音韵母的念读＂火候＂,做到字正腔圆,同时在语流中与其它音节实现自然而顺畅的衔接。  相似文献   

Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes     

J. Patrick Biddix  Patricia A. Somers  Joseph L. Polman 《Innovative Higher Education》2009,34(3):133-147

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism. J. Patrick Biddix  received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student uses of technology outside the classroom, career pathways in student affairs, and research methodology. Patricia A. Somers  received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans. She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests include college access, student persistence, student development theory, and two-year colleges. Joseph L. Polman  received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective.  相似文献   

Typical intellectual engagement as a byproduct of openness,learning approaches,and self‐assessed intelligence     

Adriane Arteche  Tomas Chamorro‐Premuzic  Phillip Ackerman  Adrian Furnham 《教育心理学》2009,29(3):357-367

Students (n = 328) from US and UK universities completed four self‐report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self‐assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor‐dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn.  相似文献   

Students’ perceptions of undertaking workplace tasks within a foundation degree – health and social care     

Claire Thurgate  Janet MacGregor 《Assessment & Evaluation in Higher Education》2009,34(2):149-157

Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student’s workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students’ perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self‐esteem, however, some groups need specialist skills training where workplace competence is required.  相似文献   

‘Last goal wins’: re/engaging women of a ‘forgotten’ age through football?     

Annette Stride  Scarlett Drury  Hayley Fitzgerald 《Sport, Education and Society》2019,24(7):770-783

This paper explores the physical activity experiences of a group of women based in England, and who are over the age of 30. This particular age group represent a ‘forgotten’ age, that is, they are largely ignored in academic scholarship, policy and physical activity provision. The paper explores how this group of women ‘re/engaged’ in physical activity after a sustained period of inactivity. The study is situated in a weekly football initiative (Monday Night Footy) based in the north of England, managed and organised by a group of women for women to train and play five-a-side football. Data were generated through semi-structured interviews and the use of photo-biographical boards with 11 women, all of whom are regular participants to the football sessions. We use a middle ground feminist lens and Archer's notion of ‘fr/agility’ to help make sense of the women's experiences. From these women's stories three key findings emerge: (a) Biographies of (in)activity – the ways in which relationships with physical activity can be characterised by fractures and fissures despite seemingly positive early physical activity experiences; (b) Pathways of re/engagement – the motives and enablers to these women once again participating in physical activity after a sustained absence; and (c) Monday Night Footy as a space for re/engagement – the ways in which this context contributes to these women's continued involvement in football and broader physical activity. The paper concludes by offering policy makers and physical activity providers with some recommendations alongside considerations for future research.  相似文献