法律术语词的通俗化研究     

唐雪艳 《四川教育学院学报》2011,27(11):61-63

法律术语词的通俗化是汉语词汇系统中词义发展演变的一种重要方式。对法律术语词通俗化的两种主要途经——隐喻式通俗化和引申式通俗化分别进行举例分析,明晰其通俗化的语义、语法、语用等方面的特点,探讨促使法律术语词发生通俗化变化的内、外动因。  相似文献   

Videobased lesson analysis: Effective science PD for teacher and student learning     

Kathleen J. Roth  Helen E. Garnier  Catherine Chen  Meike Lemmens  Kathleen Schwille  Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011  相似文献   

Changes in instructors' assessment thinking related to experimentation with new strategies     

Erika G. Offerdahl  Debra Tomanek 《Assessment & Evaluation in Higher Education》2011,36(7):781-795

Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research‐based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors’ assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors’ assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university‐level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking.  相似文献   

Negative school factors and their influence on math and science achievement in TIMSS 2003     

Tina Vršnik Perše  Ana Kozina  Tina Rutar Leban 《Educational studies》2011,37(3):265-276

The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behaviour. Students who experienced aggressive behaviour scored lower in math and science, both in the fourth and in the eighth grade. The results of the regression analysis show that negative factors, such as aggressive behaviour, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high‐ and low‐achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and in science.  相似文献   

人文主义对科技时代人身心重建的意义     

梁晓丹 《佳木斯教育学院学报》2011,(3):15-16

21世纪我国科技飞速发展,人们在生活质量得到的提升的同时面临着本能衰退、道德感萎缩、物欲膨胀与精神萎靡等困惑。对此可在了解西方人文主义的含义及其与科技的关系的基础上,尝试利用其积极面,即通过重建人的经验意识、全面关注人、明晰科技与现实中人命运的关系来解决。  相似文献   

谈韩国科学高级中学的若干特点     

王子苓 《安徽教育学院学报》2011,(6):118-121

韩国首个以服务于数学和科学超常生的京畿道科学高级中学自1983年成立以来,至今已经发展到19所。韩国的科学高级中学具有若干特点,如严格的入学要求、提供两类特别的课程、培养学生的创造力、对国际奥林匹克竞赛的重视和注重学生的全面发展等。韩国的科学高级中学已经在韩国和国际上产生了一定的影响,它们的一些做法对于我国的英才教育会有一定的启发。  相似文献   

传播学视野中的马克思主义大众化     

俞小和 《安徽教育学院学报》2011,(5):45-48

马克思主义大众化是一个向群众传播马克思主义的过程,具备传播学研究的基本要素与结构。从传播学的角度来看,中国共产党在马克思主义大众化的历史上,注重发挥群体领袖的作用;注重把马克思主义的传播与传统文化和群众日常生活结合起来,实现表述内容的通俗化和多样化;发挥论战与讨论对马克思主义大众化的促进作用。在当前新的形势下,需要借鉴传播学的理论,促进马克思主义大众化传播媒体的现代化;提高普通民众在马克思主义大众化中的参与度;积极探索马克思主义大众化效果评价理论。  相似文献   

浅论我国高等教育大众化进程中的挑战与应对措施     

孙传燕 《黑龙江教育学院学报》2011,(8):14-15

高等教育大众化是我国高等教育大发展的历史性机遇.对于高等教育大众化概念的由来以及大众化背景下我国高等教育存在的问题,应引起大家的重视,进而探讨进一步推动我国高等教育大众化进程的应对措施.  相似文献   

现代性视阈下理工类高校教师发展的责任诉求     

荀明俐  郑克岭  刘爽 《黑龙江教育学院学报》2011,30(10):61-62

责任危机是现代社会亟待解决的一种根本性危机.为己责任的彰显与社会责任意识的沦落是现代责任危机最主要的表现.理工类高校教师发展的重心往往侧重于对自然科学知识和科技技能的掌握,但对于科学技术是“双刃剑”的本质,缺乏一种深刻的批判精神与责任意识.理工类高校教师的发展应该诉求科学精神与人文精神的统一,为己责任与社会责任的统一.  相似文献   

提高农民科技文化素质存在的问题和对策     

郭亚娟  李继泉 《成人教育》2011,(6):66-68

农业发展的根本出路在于科技进步,农业科技是推进农业发展的第一动力。只有加强农业科技培训,提高农民的科技文化素质,才能提高农业科技保障能力。文章以保定市为例,分析了农民整体素质不高的成因,介绍了当前农民接受培训的主要形式及存在的问题,并有针对性地提出了解决措施及需注意的问题。  相似文献