Reading and Teaching Literature as Writing     

Christer Ekholm 《Educational theory》2020,70(1):11-20

Christer Ekholm's point of departure in this article is Gert J. J. Biesta's call for a new pedagogical attitude that takes a stand against the current trend in education. At present, the dominant approach is to make what we do in school into something wholly predictable, measurable, and assessable, which (as Biesta argues) misses important aspects of what education actually is or should be. One such aspect has to do with “subjectification,” that is, events where someone makes an appeal to me, singles me out in my uniqueness, and makes me ethically responsible to the other one before me. What role can literary education play in facilitating such events? What kind of reading strategies should be promoted with the aim of such an ambition? On the basis of a critical analysis of the discursive construction of an opposition between reading as engagement and reading as distance, Ekholm argues that the answer to these questions is to be found in an alternative literature didactics, where the work of fiction is understood not as text, but as utterance; not as something written, but as writing; perhaps even, not in terms of object(ification), but of subject(ification)?  相似文献   

Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans     

《Learning and Instruction》2020

In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction.  相似文献   

Protective behavior in ride-sharing through the lens of protection motivation theory and usage situation theory     

《International Journal of Information Management》2021

The frequent occurrence of security incidents in ride-sharing is a challenge for the survival of IT-enabled ride-sharing platforms. Passengers’ protective behavior is an effective means to alleviate this issue, with benefits to both the passengers and the platforms. This study explores the mechanisms of passengers’ protective behavior in the ride-sharing context by combining protection motivation theory (PMT) and usage situation theory. We test our hypotheses using data (n = 346) collected from a field survey based on a real scenario. The findings reveal that PMT and usage situation theory work well to explain passengers’ protective behavior during ride-sharing. This study explains the motivation behind passengers’ protective behavior in the ride-sharing context, extends the contents of PMT by exploring its antecedents, and extends the contents of usage situation theory by introducing a new dimension. Our findings can help ride-sharing platforms take appropriate strategies to improve passengers’ protective behavior.  相似文献   

Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial     

Simon J. Roberts  James R. Rudd  Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.  相似文献   

一种旧的新逻辑:实质归纳理论     

李帅 《科学技术哲学研究》2020,37(1):20-26

诺顿在古德曼和亨普尔等人的启发下,结合他的科学哲学研究背景,提出一种不同于他所定义的“形式归纳理论”的“实质归纳理论”,强调归纳的局部应用性,拒斥普遍的归纳推理模式。归纳推理的基础往往建立在具体领域的事实之上,因此所有的归纳推理都是局部的。诺顿认为归纳推理模式是由事实授权的,我们可以通过考察这些事实的可靠性来评估归纳风险。同时实质归纳理论不再区分归纳的事实部分和模式部分,所以不易受休谟问题的影响。但我们发现,诺顿的归纳辩护面临着亟待解决的问题,其理论也遭受多方面的批评。实质归纳理论是归纳逻辑领域的前沿性成果,引起了逻辑学界和科学哲学界的广泛关注,一定程度上体现了归纳逻辑的强劲生命力和广阔的发展前景。  相似文献   

习惯行为、执行意向与青少年身体活动意向与行为:基于计划行为理论的扩展模型     

王丽娟  郑丹蘅 《上海体育学院学报》2020,(2):22-32

在计划行为理论(TPB)的基础上,引入身体活动习惯行为与执行意向,构建扩展TPB(METPB)模型,检验该模型对9~19岁青少年群体的中高强度身体活动(MVPA)的适用性,探讨该模型对小学、初中及高中阶段青少年MVPA影响的差异。结果显示:假设模型的拟合度可以接受,纳入习惯行为与执行意向后,METPB显著地提高了其对身体活动行为的解释力。态度和感知行为控制对MVPA行为意向有显著性影响,解释了31.4%的行为意向方差;行为意向和习惯行为对MVPA行为有显著性影响,解释了18.7%的行为方差;执行意向加强了行为意向朝实际行为的转换。METPB模型对于不同学习阶段青少年MVPA意向及行为的影响有显著性差异。其中:主观规范对小学生与初中生MVPA意向产生了显著性影响,而对高中生的MVPA意向并无显著性影响;感知行为控制对3个阶段学生的MVPA意向产生的影响随着学习阶段的上升不断增强。建议:在对于青少年身体活动的干预中,政府、家庭、学校应重视培养学生对于身体活动参与的正确态度,提高其参与身体活动的意愿,培养其参与身体活动的行为习惯,且在对青少年身体活动干预时考虑学习阶段的差异。  相似文献   

基于生态位理论的高校众创空间建设策略研究     

张超  张育广 《科技管理研究》2019,39(8)

高校众创空间作为高校创新创业人才培养的新兴重要载体，对高校创新创业教育具有重大作用。在创新驱动发展战略背景下，各高校结合自身优势对众创空间建设模式进行了各具特色的实践探索，但在理论研究方面仍缺乏科学梳理和系统思维，在空间布局和功能定位上，缺乏从生态系统的视角打造高校创新创业生态系统。本文通过阐释众创空间的内涵，分析高校众创空间的存在问题，在高校创新创业教育的实践经验基础上，探索以生态位理论视角剖析众创空间的系统结构模型以及要素互动关系，提出高校众创空间生态系统构建的建设策略，全面提升高校众创空间的科学发展。  相似文献   

农业面源污染防控与水环境保护   总被引：20，自引：0，他引：20       下载免费PDF全文

杨林章  吴永红 《中国科学院院刊》2018,33(2):168-176

农业面源污染正成为我国地表水体的主要污染负荷来源,威胁水生态健康和水环境安全。文章分析了农业面源污染的特征及其主要的形成原因,总结了当前主流的防控技术与策略,重点阐述了从全局防控农业面源污染的"源头减量(Reduce)—过程阻断(Retain)—养分再利用(Reuse)—生态修复(Restore)"策略(简称"4R策略")。深入剖析了当前农业面源污染防控存在的问题,并从深化基础研究、强化生态系统服务功能与促进区域联控,以及农业面源污染防控技术的物化方面进行了展望。  相似文献   

用户体验视角下国内学术虚拟社区评价指标体系构建——基于D-S证据理论     

张熠  耿冰倩  张翼 《现代情报》2019,39(8):73-83

[目的/意义]构建基于用户体验视角的学术虚拟社区评价指标体系，既有利于提升学术虚拟社区的知识服务水平，也有利于提高其影响力与竞争力，对于学术虚拟社区的持续健康发展具有重要意义。[方法/过程]本文从用户体验视角出发，以D-S证据理论为基础，运用D-S证据合成方法，构建用户体验视角下学术虚拟社区评价指标体系，并计算各级指标的权重系数。[结果/结论]最终得到包含8个一级指标和24个二级指标的学术虚拟社区评价指标体系。其中，可靠性权重为0.2568，易用性权重为0.0625，规范性权重为0.0407，互动性权重为0.0888，关怀性权重为0.1176，丰富性权重为0.0322，有用性权重为0.1784，时效性权重为0.2230。最后以小木虫为例进行了评价分析。  相似文献   

Exploring the complex and non-linear evolution of Chinese international students’ experiences in US colleges     

Tang T. Heng 《高等教育研究与发展》2018,37(6):1141-1155

This article contests the narrative of Chinese international students (internationals for short) as passive and problematic to reveal the complexity and fluidity of their experiences. Simultaneously, it troubles the overly linear approach of stage theory in understanding internationals’ adjustment. Following nine first- and nine second-year students in US colleges over a year and involving them in semi-structured interviews and journal prompts, this research examined how they evolved. Findings show that while participants grew on academic and personal fronts, their experiences remained multi-dimensional, with second years being less sanguine and reporting challenges different from first years. This article argues that seeing Chinese internationals’ evolution as an uneven ascent affords a more nuanced understanding compared to a U-shape stage theory as it recognizes that while internationals are evolving, new situations provide challenges which they learn to overcome. Consequently, Chinese internationals’ growth troubles the deficit discourse around them and departs from pre-existing research around postgraduates. Findings spell implications for how the college community should enhance transcultural understanding and how future research around internationals could develop.  相似文献