成人教育英语语法教学探讨     

叶昌禄 《遵义师范学院学报》2007,9(6):85-87

英语语法教学一直是外语教师关注的话题,外语教学总是在赞成语法教学和反对语法教学这两种不同的观点中发展。通过十余年高校英语语法教学实践,我认为英语语法还是应该教,但教法应该改革创新。  相似文献   

Adult literacy practitioners and employability skills: resisting neo-liberalism?     

Gwyneth Allatt  Lyn Tett 《教育政策杂志》2019,34(4):577-594

We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen.  相似文献   

Morphological,phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults     

Jo Worthy  Neva M. Viise 《Reading and writing》1996,8(2):139-159

In this study, we compared 41 adults in a basic literacy class with 92 achievement-level-matched children on their use of English print conventions, as inferred by a qualitative analysis of spelling errors. The two groups followed similar patterns in their mastery of basic spelling features, including letter reversals, consonant blends, and short vowels, with the adults showing relatively more advanced skill in using orthographic patterns. However, the adults made a preponderance of misspellings that were rarely made by the children, including omissions, substitutions, and additions of derivational and inflectional morphemes, and neglect of word endings in general. The findings indicate clear morphological difficulties along with more subtle phonological coding deficits. We suggest that low literacy adults would benefit from specific direct instruction in linguistic analysis, with particular attention to the morphological principles underlying inflections and derivations. Such instruction should be based on a careful assessment of reading and spelling knowledge.  相似文献   

浙江省成年人体育锻炼现状的调查与分析   总被引：10，自引：2，他引：8  

金考生  郭海英  李越  汪雅 《浙江体育科学》1999,21(1)

通过对浙江省6市5类不同职业的10068例有效样本的问卷调查,初步了解了本省成年人参加体育锻炼及体育意识的现状。  相似文献   

Decentralisation and marketisation of adult and continuing education: A Chinese case study     

Ning Rong Liu 《International Journal of Educational Development》2009

Tsinghua University in Beijing, a leading Chinese university, has emerged as a pioneer in the decentralisation and marketisation of adult and continuing education in China. Recent development at Tsinghua has had a significant influence on the ways in which other universities in China have approached change. The university has decentralised power to the (continuing education) school level, implemented a corporate style of management and adopted market-driven programme development and management. This paper explores the ways in which decentralisation and marketisation has reshaped the provision of adult and continuing education at Tsinghua University, and its implications for China's higher educational institutions. After examining both the promise and the perils of adopting Western models for application in a diversity of Chinese contexts, the paper suggests that the decentralisation and marketisation of adult and continuing education in China will not lead to the complete withdrawal of government control over this sector of the educational system for both practical and political reasons. This Chinese case study therefore helps to improve theoretical understanding of the process of globalisation and the fact that the globalisation of neo-liberal decentralisation and marketisation does not necessarily imply or lead to homogenisation in policy or practice.  相似文献   

Development of a user-friendly instrument for identifying the learning strategy preferences of adults     

Gary J. Conti 《Teaching and Teacher Education》2009

Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences. Although this instrument, Assessing The Learning Strategies of AdultS (ATLAS), appears very simple and is easy to use, a series of multivariate statistical procedures were used to develop and validate it. These procedures are reported here in detail so that practitioners can be aware of its strong research base and use it with confidence. ATLAS can be used either for self-assessment or by an instructor in order to quickly identify how an individual learner approaches a learning task.  相似文献   

“What are you Representing?” Contesting Identities of Incarcerated Youth     

Joby Gardner 《The Urban Review》2009,41(2):174-197

This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”. Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.

Joby GardnerEmail:

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成人从经验中学习：现状、问题与期待     

姚远峰 《教育学术月刊》2010,(4):95-98

经验学习作为成人教育学的理论假说之一。研究者一直在不懈地加以确证。文章综述分析了前人在这方面的研究成果和观点,包括成人从经验中学习的重要性、学习过程、影响因素、学习模式和方法等;同时分析了前人研究存在的缺陷：缺乏系统框架,缺乏深入机理,缺乏案例研究,缺乏成人有实际指导意义的方法体系,缺乏组织从经验中的学习研究。并提出了今后期待的研究重点和方向。  相似文献   

我国成人高等教育政策的功能分析   总被引：1，自引：0，他引：1  

曾祥跃  赵过渡 《现代远距离教育》2010,(3):15-20

本文对我国成人高等教育政策进行了较全面的梳理,从政策功能的角度对成人高等教育政策进行了分类,对各类成人高等教育政策进行了特征和功能分析,文章最后就如何发挥成人高等教育政策的导向作用提出了一些建议。  相似文献   

Changing discourses: Literacy and development in Nepal     

Anna Robinson-Pant 《International Journal of Educational Development》2010

Literacy policy and programming in developing countries continues to be influenced by the assumption that without literacy, an adult is unable to function on an equal basis in society and that an individual can be easily categorised as either literate or illiterate. Although this has led to prioritisation of primary schooling over adult literacy in many national government and donor agency budgets, there has recently been a movement away from regarding adult literacy as only ‘second chance schooling’ to explore how literacy programmes can build on participants’ existing practices. In the context of these changes in international policy discourses, this article analyses how literacy and development policy and programming in Nepal has changed over the past decade. Drawing on interviews with policy makers, trainers and literacy facilitators conducted in the 1990s and 2007, the author explores the shifts taking place. The structure of literacy programmes (including links with formal schooling), literacy materials, language of instruction and concepts of ‘post literacy’ were influenced by political events during this period as well as by donor agency discourses. Findings from the Nepal case have implications for the international policy discourse, such as the need to problematise the term ‘political’ to consider the intended and unintended consequences of literacy interventions.  相似文献