英汉文化知识在高职高专英语教学中的重要性     

赵侠  王国伟 《山西广播电视大学学报》2007,12(3):59-60

语言与文化相辅相成,语言反映一个民族的文化,同时又受到文化的巨大影响。英汉文化知识融入、渗透到高职高专英语教学中,既能激发学生的兴趣、加强学生的语言应用能力,同时又能提高学生的民族文化素养。  相似文献   

Testing Measurement Invariance Across Unobserved Groups: The Role of Covariates in Factor Mixture Modeling     

Yan Wang  Eunsook Kim  John M. Ferron  Robert F. Dedrick  Tony X. Tan  Stephen Stark 《Educational and psychological measurement》2021,81(1):61

Factor mixture modeling (FMM) has been increasingly used to investigate unobserved population heterogeneity. This study examined the issue of covariate effects with FMM in the context of measurement invariance testing. Specifically, the impact of excluding and misspecifying covariate effects on measurement invariance testing and class enumeration was investigated via Monte Carlo simulations. Data were generated based on FMM models with (1) a zero covariate effect, (2) a covariate effect on the latent class variable, and (3) covariate effects on both the latent class variable and the factor. For each population model, different analysis models that excluded or misspecified covariate effects were fitted. Results highlighted the importance of including proper covariates in measurement invariance testing and evidenced the utility of a model comparison approach in searching for the correct specification of covariate effects and the level of measurement invariance. This approach was demonstrated using an empirical data set. Implications for methodological and applied research are discussed.  相似文献   

Emergence of the Link Between the Approximate Number System and Symbolic Math Ability     

Jinjing Wang  Justin Halberda  Lisa Feigenson 《Child development》2021,92(2):e186-e200

Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional investigation revealed that children 4.5 years and older experienced a significant transfer effect of ANS manipulation on math performance, whereas younger children showed no such transfer, despite experiencing significant changes in ANS precision. These findings support the existence of a causal link between nonverbal numerical approximation and symbolic math performance that first emerges during the preschool years.  相似文献   

The Immigrant Paradox in the Problem Behaviors of Youth in the United States: A Meta-analysis     

Jacqueline L. Tilley  Stanley J. Huey Jr.  JoAnn M. Farver  Mark H.C. Lai  Crystal X. Wang 《Child development》2021,92(2):502-516

This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, M_age = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = −.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth.  相似文献   

Self-Regulatory Development in Children from Chinese Immigrant Families: Evidence for Commonality and Specificity     

Stephen H. Chen  Xue Fang Deng  Emily Zhang  Leslie K. Wang  Cindy H. Liu 《Child development》2021,92(6):e1126-e1137

A central theme of acculturative specificity is the heterogeneity of the immigrant experience. This study integrated this application of the Specificity Principle with intergenerational transmission models of self-regulation and identified both common and specific pathways in the self-regulatory development of Chinese American children in immigrant families (N = 169, M_age = 9.2 years). Consistent with intergenerational transmission models, results indicated associations between parents’ and children’s effortful control, with the mediation of these associations via authoritarian parenting. Parental education, family income, and children’s bilingual proficiency were also uniquely associated with children’s executive function and effortful control. Together, findings provide new directions for research with ethnic minority immigrant families, and underscore the utility of within-group approaches in advancing research on ethnic minority children’s development.  相似文献   

Daily Ethnic/Racial Context in Peer Groups: Frequency,Structure, and Implications for Adolescent Outcomes     

Yijie Wang 《Child development》2021,92(2):650-661

Ethnic/racial context in peer groups is poorly understood. Using daily data from 178 ethnically/racially diverse adolescents (M_age = 14.53) over 2 weeks, this study investigated peer processes related to ethnicity/race (peer ethnic/racial processes) in everyday life. On average, peer ethnic/racial processes occurred about 1 to 4 days over the 2 weeks. On days when adolescents reported more negative peer ethnic/racial processes (indicated by ethnic/racial teasing, discrimination, victimization, and partially by preparation for bias), they also reported lower school engagement. On days when adolescents reported more positive peer ethnic/racial processes (indicated by cultural socialization, support against discrimination, and partially by preparation for bias), they exhibited more prosocial behaviors and greater ethnic/racial identity private regard. Similar associations emerged at the between-person level.  相似文献   

Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance     

Chen  Juanjuan  Wang  Minhong  Dede  Chris  Grotzer  Tina A. 《Instructional Science》2021,49(3):287-312

Instructional Science - Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking,...  相似文献   

美国收入分化的新特点及其多维驱动因素     

王阳  姬虹 《教学与研究》2021,(2):68-81

美国社会中的收入分化出现了新的特点,突出体现在整体收入差距拉大的同时,各族裔内部的收入分化也在加剧.这种现象是由诸多因素所驱动的:工会组织的萎缩和全球化背景下美国经济结构的深刻调整加重了白人中下层的贫困现象;美国政府奉行的减税政策和资本性收入的增加以及技术创新使得富裕阶层的实际收入大幅度增加;肯定性行动(affirmative action)等教育领域的多元文化政策使得美国高收入人群的族裔更为多元化.收入分化和种族矛盾等其他因素一起构成了对于美国国内治理的挑战,而美国收入分化较大的现状短期内恐怕难以消除.  相似文献   

中国共产党农业经济思想的百年演进:经验与展望     

郑适  喻智健  王志刚 《教学与研究》2021,(6):57-69

中国共产党自诞生以来,团结带领全国人民在农业农村领域取得了历史性伟大成就,但对其农业经济思想的相关研究还很不足.本文将中国共产党领导农业农村发展的百年历程划分为七个阶段,系统梳理各个阶段的主要事件和特征,分析其演变过程和内在逻辑,总结提炼实事求是、顾全大局、与时俱进、农业基础地位、科技引领、以人为本、共同富裕、可持续发展等八大主要农业经济思想,并对下一个百年农业与农村发展新征程进行了展望.  相似文献   

马克思财富思想的公共性意蕴及其现代价值     

王洪波 《教学与研究》2021,(6):84-91

作为唯物史观的重要内容,马克思的财富思想主要是在政治经济学批判过程中渐进生成的,核心主旨包括劳动创造财富、财富的主体存在本质和财富分配正义等相互连接的三个层面.马克思财富思想不仅内蕴着显在的主体性,还存在着隐在的公共性意蕴.马克思财富思想之公共性意蕴与中国社会"共享"发展理念高度契合,更富现代价值.  相似文献