妙用语用预设的认知探究     

汪菲  曾庆勇 《湖北广播电视大学学报》2008,28(5):92-93

语用预设是关于交际言语活动的预设,是将预设看成是交际双方预先设定的已知信息。它是交际双方所共有的知识或背景知识,是言语双方顺利沟通必不可少的前提条件。在交际中巧妙设“预”,不失为一种高超的言语策略和技巧。语用预设作为人类认知的经验基础和次要条件,是认知不可或缺的重要条件。因此,从认知语言学角度去研究语用预设是完全可行的,它为研究预设开辟了一个新的视角和途径。本文从认知语言学角度对巧妙设“预”现象进行探究。  相似文献   

指示与照应的语用、认知分析     

王宏军 《重庆师专学报》2008,(1):79-83

在Levinson对指示词语不同用法的总结的基础上,我们对指示和照应的用法进行进一步探究,结果表明,指示和照应不是相互排斥的,它们分处两端共同构成一个连续体,不同的指示语按照它们的不同用法分布在这个连续体的不同位置上。在指示语的释义过程中,语用因素和认知因素不是孤立地起作用,相反,它们是相互作用并呈现为一种互补关系的。语用照应的制约性是通过语用关联来实现的。  相似文献   

网络对青少年的心理危害和应对措施     

朱新筱  许凤英 《潍坊教育学院学报》2003,16(4):51-51,54

随着电脑的普及应用网络在改变人们生存的地缘空间的同时,也改变着人们的生活、工作及思维方式,尤其对青少年这一特殊群体的影响更为明显。本文在分析网络特点及青少年心理发展特点的基础之上,从认知过程、行为特征、情绪情感等几个方面论述网络对青少年的心理危害,并提出了相应的应对措施。  相似文献   

Interaction and cognitive engagement: An analysis of four asynchronous online discussions   总被引：2，自引：0，他引：2  

Erping Zhu 《Instructional Science》2006,34(6):451-480

Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.  相似文献   

Web3.0技术与继续教育的聚合 ——基于云服务雨课堂的混合教学模式研究     

翁克山 《成人教育》2019,39(3):73-78

融合面授教学和网络教学二者优势的混合式教学,被大量研究证实是最适合继续教育的教学模式之一。然而当前的混合教学模式存在诸多不足,难以满足继续教育学员的现实需求。以云服务、大数据、移动网络等为代表的Web3.0技术的普及应用,为新型混合教学模式的诞生创造了有利条件。以混合式教学原理和Bloom改进式认知领域分类理论为理据,以基于云服务的雨课堂为教学平台,可开发一种具有用户友善性、资源可随时随地获取、学习形式多样且学习时空有弹性的新型混合教学模式。  相似文献   

任务、学习者互动和二语习得   总被引：1，自引：0，他引：1  

胡行超 《江西师范大学学报(哲学社会科学版)》2008,41(4):138-144,152

从认知角度和社会文化角度综述学习者互动和二语习得之间关系的研究,讨论各种类型的交际任务在互动和习得研究中的作用,提出今后互动和习得的研究应采用更宽泛的角度,将语言因素和社会因素综合起来考虑。  相似文献   

Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability     

Glenys Mann  Karen Moni  Monica Cuskelly 《International journal of qualitative studies in education》2016,29(7):964-979

Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data from 30 parents. Children of a variety of ages, with and without disability, were represented. All groups were similar in the aspects they regarded as optimal in a child’s school life. These fell into five categories: being connected, growth, personhood, basic needs, and happiness. Despite this similarity across groups, there were some notable differences in the detail; for example, parents of children with disability had a stronger focus on children being wanted, high expectations, and being seen as an individual.  相似文献   

The Durability of Conceptual Change in Learning the Concept of Weight in the Case of a Pulley in Balance     

Olavi Hakkarainen  Maija Ahtee 《International Journal of Science and Mathematics Education》2007,5(3):461-482

This study concerns the question of how teachers can help pupils to perceive the concept of weight (gravitation). Fifth and ninth graders were asked in a paper-and-pencil test to compare the weight of two objects suspended in a pulley-in-balance half a year after the learning intervention consisting of three successive pulley-in-balance demonstrations. The understanding, that some of the fifth graders seemed to have formed from the weight concept after the teacher-independent learning intervention, had almost totally vanished in the delayed study. In the demonstrations the pulley served as an efficient prosthetic device for thinking, helping pupils to pay attention to the behaviour of the whole system instead of looking only at the separate objects. In the ninth grade about 45% of the pupils achieved general understanding about the pulley in balance by transferring the scientific explanation from the pulley demonstrations to the paper-and-pen test. A learning-with-conflict model is proposed based on pupil's alternative explanations about a discrepant event. These explanations are then challenged with a conflicting event. When pupils see and understand how the concept works in different contexts it is possible for the pupils to reach a context independent conceptual change.  相似文献   

试论培养学生词汇记忆的策略   总被引：1，自引：0，他引：1  

张登芝 《清华大学教育研究》2002,(Z1)

本文对学英语的学生的词汇记忆效果受多种因素的影响做了探讨。这包括积极的情感、足够的信心、正确的观念、切实的计划和可行的认知策略。笔者认为 ,学生的科学且有效的记忆策略不可能自然形成 ,而有待于教师的培养和指导 ,且指导应是四维的 ,即认知、元认知策略指导以及情感指导和观念指导。  相似文献   

一类抽象时滞微分方程的温和解     

江立辉 《安阳工学院学报》2006,(6):31-33

利用半群方法讨论了一类抽象时滞微分方程,得到了此类时滞方程温和解存在唯一的充要条件。  相似文献