文化特征在语域与语类中的体现（待续）     

冯卡梨 《广西教育学院学报》2008,(5):104-106

语域是情景语境的产物;语类高于语域层次且能反映文化语境。语域的三个变项共同决定了语篇结构,共同促成了特定语境中存在的意义类型,从而形成不同的语篇类型即语类。通过语篇分析,可以观察到语域结构中的语言变体,可以了解到语类中的语言图式结构,从而更好地掌握跨文化交际,把对跨文化的了解提升到理性高度。  相似文献   

Scaffolding the “Scaffolding” Metaphor: From Inspiration to a Practical Tool for Kindergarten Teachers     

Haim Eshach  Yair Dor-Ziderman  Yael Arbel 《Journal of Science Education and Technology》2011,20(5):550-565

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Accountability conversations: mathematics teachers’ learning through challenge and solidarity     

Karin Brodie  Yael Shalem 《Journal of Mathematics Teacher Education》2011,14(6):419-439

Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional learning. In this paper, we describe the workings of such communities in a teacher professional development program, which focused on learner errors in a well-researched mathematical topic—the equal sign. Drawing on data from program sessions where teachers discussed their lesson designs and reflections on their teaching with each other, we develop the notions of challenge and solidarity as important in developing accountability conversations among teachers. We show how our program supported teachers to challenge each other and to build solidarity with each other and in so doing to develop accountability to each other and the profession, for their practices and their learning.  相似文献   

Exploring a latent cause theory of classical conditioning     

SJ Gershman  Y Niv 《Learning & behavior》2012,40(3):255-268

We frame behavior in classical conditioning experiments as the product of normative statistical inference. According to this theory, animals learn an internal model of their environment from experience. The basic building blocks of this internal model are latent causes-explanatory constructs inferred by the animal that partition observations into coherent clusters. Generalization of conditioned responding from one cue to another arises from the animal's inference that the cues were generated by the same latent cause. Through a wide range of simulations, we demonstrate where the theory succeeds and where it fails as a general account of classical conditioning.  相似文献   

Parental Co‐Construction of 5‐ to 13‐Year‐Olds' Global Self‐Esteem Through Reminiscing About Past Events          下载免费PDF全文

Michelle A. Harris  M. B. Donnellan  Jen Guo  Dan P. McAdams  Mauricio Garnier‐Villarreal  Kali H. Trzesniewski 《Child development》2017,88(6):1810-1822

The current study explored parental processes associated with children's global self‐esteem development. Eighty 5‐ to 13‐year‐olds and one of their parents provided qualitative and quantitative data through questionnaires, open‐ended questions, and a laboratory‐based reminiscing task. Parents who included more explanations of emotions when writing about the lowest points in their lives were more likely to discuss explanations of emotions experienced in negative past events with their child, which was associated with child attachment security. Attachment was associated with concurrent self‐esteem, which predicted relative increases in self‐esteem 16 months later, on average. Finally, parent support also predicted residual increases in self‐esteem. Findings extend prior research by including younger ages and uncovering a process by which two theoretically relevant parenting behaviors impact self‐esteem development.  相似文献   

High School Students’ Meta-Modeling Knowledge     

David Fortus  Yael Shwartz  Sherman Rosenfeld 《Research in Science Education》2016,46(6):787-810

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Generalizing screen inferiority - does the medium,screen versus paper,affect performance even with brief tasks?     

Yael Sidi  Yael Ophir  Rakefet Ackerman 《Metacognition and Learning》2016,11(1):15-33

Screen inferiority in performance and metacognitive processes has been repeatedly found with text learning. Common explanations for screen inferiority relate to technological and physiological disadvantages associated with extensive reading on screen. However, recent studies point to lesser recruitment of mental effort on screen than on paper. Learning tasks involving a heavy reading burden confound technological and physiological media differences with potential media effects on recruitment of mental effort. The present study focused on media effects on effort recruitment. We examined whether screen inferiority remains even with a brief task that nevertheless requires effort recruitment. In two experiments, participants faced three short math problems that require systematic processing to solve correctly. We examined media effect on solving these problems, and the potential of disturbed perceptual fluency (i.e., disfluent versus fluent fonts) to induce effort investment. Overall, there were no performance differences between the media. However, when collecting confidence ratings, disfluency improved performance on screen and hindered it on paper. Only on paper confidence ratings were sensitive to performance differences associated with fluency, and resolution was better with the disfluent font than with the fluent font. Correspondingly, another sample reported on their preference of media for solving the problems. They expressed a clear reluctance to working on screen despite the task being brief. This preference is suggestive of reliable meta-metacognitive judgments reflecting the general lower quality of metacognitive processes on screen. The findings call for considering medium and presentation format effects on metacognitive processing when designing computerized environments, even for brief tasks.  相似文献   

Sense of authentic inner compass as a moral resource across cultures: possible implications for resisting negative peer-pressure and for parenting     

Avi Assor  Moti Benita  Noam Yitshaki  Yael Geifman  Wisam Maree 《Journal of moral education》2020,49(3):346-364

ABSTRACT

This paper focuses on a recently conceptualized construct—sense of authentic inner-compass (AIC)—and two parenting practices promoting it: basic autonomy-support (BAS) and inherent value-demonstration (IVD). Rooted in self-determination theory, sense of AIC refers to the perception that we have self-guiding values, aspirations, and goals, which function like an ‘authentic inner-compass’ that informs us on what we truly value and need. The utility of this construct for understanding morality-related phenomena also in cultures not emphasizing autonomy and authenticity, is demonstrated by a study conducted in two widely different cultures: Bedouin and Jews in Israel. As expected, across cultures, the practices of BAS and IVD were associated with sense of AIC, which then predicted adolescents’ resistance to peer-pressure to engage in antisocial behaviors. Invariance analysis showed a similar pattern across cultures. Discussion focuses on implications of the AIC concept for various moral behaviors, and for value-oriented parenting and moral education.  相似文献   

‘Private path,public route’: a multicultural group of teachers experiences Wiki-assisted learning     

Yael Poyas 《Technology, Pedagogy and Education》2013,22(2):153-172

This qualitative study examined how a multicultural group of experienced teachers (nine Arabs, ten Jews) used Wiki as an alternative platform for the construction of a shared interpretive knowledge base. None of the participants had had any prior experience with Wiki as a learning environment. Data were derived from the Wiki platform, teachers’ oral and written feedback, and the lecturer’s log. Generally, teachers expressed positive attitude towards learning in a Wiki environment. However, cultural differences relating to language, habitual ways of studying and evaluating, and perceptions of teacher–student roles in classrooms affected participation. Different ways of using Wiki were observed along a continuum from teachers’ adaptation of Wiki to learners’ characteristics to learners’ adaptation of selves to Wiki characteristics. The findings may alert teacher educators to ways of integrating Wiki pedagogy into teachers’ curricular thinking: an explicit discussion of Wiki pedagogy attributes; more than one experience with long-term Wiki projects; supportive and sharing environment; attention to language barriers; a constant presence of the lecturer in the ‘discussion boards’ to guide and share concerns.  相似文献   

Age,gender, ethnicity and the digital divide: university students’ use of web‐based instruction     

Yael Enoch  Zeev Soker 《Open Learning》2013,28(2):99-110

This paper focuses on the effects of social–structural factors (age, ethnicity and gender) on university students’ use of web‐based instruction. The study uses data from registration questionnaires of students at the Open University of Israel. During the period between 1995 and 2002 there has been a continuous increase in the proportion of students who use the Internet and email for study purposes. However, a significant minority (one‐third of the students) are still not Internet users. Previous studies have referred to the digital divide in terms of differences in access to the relevant hardware and explained it mainly by social and structural factors. Current research tends to focus on the digital divide in terms of use rather than access, and explains it mainly by micro, individual and situational characteristics. The present study shows that structural factors such as age, gender and ethnicity also play a significant role in the continuous existence of the usage gap. The social and educational implications of this gap are discussed.  相似文献