共查询到20条相似文献，搜索用时 31 毫秒
1.
主答:棒棒糖姐姐有大惑不解,有口难言的question吗? 别烦,别烦, 只要让脑筋转一转, 全部都变成了可口的棒棒糖了。来信办法:以简短有力的文字(300字以内)写下你的问题重点.寄给本刊棒棒糖姐姐收。热情亲切的棒棒糖姐姐会以百分百的诚挚为你解答。来吧.动作要快哦! 相似文献
2.
3.
“out of question”和“out of the question”，一词之差，意义却大相径庭，前者是“毫无问题“，后者则是“绝不可能”、“很成问题”。一个小小的“the”，作用却如此之大，而我们却经常忽略了它的作用。其实，在英语中，还有许多词和词组，由于“the”的存在与否，使词或词组的意义发生很大变化。现列数例以作说明， 相似文献
4.
“out of question"和“out ofthe question”,一词之差,意义却大相径庭,前者是“亳无问题”,后者则是“绝不可能”、“很成问题”。一个小小的“the”,作用却如此之大,而我们却经常忽略了它的作用。其实,在英语中,还有许多词和词组,由于“the”的存在与否,使词或词组的意义发生很大变化。现列数例以作说明,并提醒大 相似文献
5.
Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(2):373-385
There are some fundamental—i.e., essential—differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how
people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis
used and the data constructed are irreconcilably different. I now have abandoned my hopes for a collaborative extension of
the two approaches, which I articulated not so long ago. I conclude that as alternative paradigms, conceptual change and discursive
approaches will co-exist until one of them dies with its proponents.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
| Wolff-Michael RothEmail: |
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
6.
在大学英语教学中会碰到很多值得研究的问题,下面这篇文章就是一个在教学备课中碰到的问题。尽管每本词典对loaded question的解释、翻译不一,但无论采用哪一种意思,它在语用学上都体现了语言的间接性。本文通过举例说明想把loaded question给阐释清楚,以期能为同样使用《大学体验英语》这一教材的同行或对这一问题感兴趣的人提供一些参考。 相似文献
7.
L.S. 《邵阳学院学报(社会科学版)》1996,(1)
beg the question这条习语在一般或大或小的英语词典中都可查到。不过,有的把它置于beg词条下,有的却把它置于question词条下。这条习语有何特殊之处值得提出并加以剖析呢?一是不可望文生义;二是必须查考相当的词典;三是须知其来历和发展变化。下面试剖析之。 此习语中的beg不可理解为(to)ask for as a charity(乞求)或(to)ask earnestly for or of(恳求)之类,而要理解即释义为a)evade;sidestep(回避;躲避);b)assume the fact of 相似文献
8.
英文中的“tag question”(即附加疑问句或疑问尾句),由“助动词 人称代词”构成。它算不得一个真正的疑问句,其意思随语调不同而改变。用降调,没有疑问意味,更象一个陈述句,用升调,往往缘真正疑问句。在理解、运用疑问尾句时,不仅要注意它的语调、助动词和人称代词的使用,还要了解它的表现形式。1.“肯定 否定”或“否定 肯定”形式。这是一般表现形式。即主句是肯定句,附加问句用否定式;主句是否定句,附加问句用肯定式。主要 相似文献
9.
附加疑问句一般由“陈述句 简单附加问句?”构成,用于要求受话人证实发话人陈述的事情。附加疑问句主要有两类:一类是反意的附加疑问句,即反意疑问句(disjunctive ques-tion);另一类是非反意的附加疑问句。我们这里主要讨论前者。 相似文献
10.
Peter Alheit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(3-5):283-298
In the present age we are experiencing profound changes in the traditional patterns and phases that used to mark the course of a human life. Living a life has become a more problematic and unpredictable undertaking, a laboratory for developing skills whose usefulness is uncertain. This situation represents a challenge for adult education. In this article, the author argues the case for a biographical approach to learning, which has the capacity to change both the individual and the context in which learning takes place. He contrasts this with conventional education, where learning takes place within a stable context. Through the biological approach, learning processes can become voyages of discovery for both learners and teachers.
Zusammenfassung Gegenwärtig erleben wir tiefgreifende Veränderungen der traditionellen Lebensmuster und Phasen, die den Verlauf des menschlichen Lebens bis dahin prägten. Das Leben zu leben ist ein problematischeres und nicht voraussagbares Unternehmen geworden, ein Labor zur Entwicklung von Fähigkeiten, deren Nutzen unsicher ist. Diese Situation bedeutet eine Herausforderung für die Erwachsenenbildung. In diesem Artikel tritt der Autor für einen biographischen Lernansatz ein, der sowohl den Einzelnen als auch die Lernumgebung zu ändern vermag. Er stellt dies der konventionellen Bildung gegenüber, bei der in einem festen Zusammenhang gelernt wird. Durch den biographischen Ansatz können Lernprozesse sowohl für den Lernenden als auch für den Lehrer zu Entdeckungsreisen werden.
Résumé Nous vivons actuellement une transformation profonde des périodes et des modèles établis qui formaient traditionnellement les points de repère d'une vie humaine. Vivre sa vie est devenu une entreprise plus compliquée et imprévisible, un laboratoire pour acquérir des compétences dont l'utilité est incertaine. Cette situation jette un défi à la formation des adultes. L'auteur livre dans cet article les arguments pour une approche biographique de l'apprentissage, celle-ci étant à même de modifier à la fois l'individu et le contexte dans lequel l'apprentissage a lieu, l'opposant à l'éducation conventionnelle où le contexte de l'apprentissage est plus rigide. Grâce à l'approche biographique, l'apprentissage peut devenir un voyage de découverte à la fois pour l'apprenant et pour l'enseignant.相似文献
11.
12.
13.
This article reports findings from a study of 100 headteachers of very small Scottish primary schools. The main aim of the research was to follow up a sample of those schools that had participated in a larger study of all small schools in Scotland in 1996 to explore the role of the teaching headteacher. Evidence for this follow up study was collected from a postal survey and from interviews in nine case study schools. The research found that although the dual role of the teaching headteacher remained largely unchanged, pressures have increased while the available support is still perceived to be inadequate. 相似文献
14.
Jie Qi 《Educational Research for Policy and Practice》2011,10(2):105-114
This study explores the different ways in which the notion of multiculturalism in Japan has been influenced by various social
and historical trajectories. Since the Japanese government started to promote “internationalization” in the 1980’s, slogans
such as “international exchange,” “cultural exchange,” and “understanding of other cultures” have become the most popular
expressions among policy makers and educators. This article demonstrates that the notion of Japanese multiculturalism is intricately
and deeply embedded in the society, culture, and education system of Japan. It also points out that this particularly Japanese
style of multiculturalism excludes some immigrants who have lived in Japan for generations, and that this exclusion is not
the result of ideological products, but rather the effect of multiple power relations. 相似文献
15.
Matthew Pearson 《International journal of qualitative studies in education》2013,26(4):519-539
There is currently strong interest among policy‐makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university‐based researchers, teachers and students in four schools, spanning the age range 8–16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky. 相似文献
16.
The current study investigated how changes in psychological (cognitions and emotions) and physiological (cortisol concentrations) threat/challenge responses develop over the course of a presentation and whether initial intensity levels and their changes are related to self-efficacy and presentation performance. Based on the Trier Social Stress Test (TSST), 123 students held video-recorded presentations about their dream job, which were evaluated by three raters. Selfefficacy was measured before the TSST, saliva cortisol concentrations and psychological threat and challenge responses three times during the TSST. Data were analyzed with latent growth modeling. Threat and cortisol increased during the presentation, while challenge decreased. The growth curve coefficients of challenge correlated negatively with the respective coefficients of threat. Also, initial intensity of challenge responses correlated positively with corresponding cortisol concentrations. Higher self-efficacy was associated with higher initial intensity of challenge responses, lower corresponding concentrations of cortisol, and a smaller cortisol increase, but neither with the growth curve coefficients of threat responses nor with presentation performance. Better performance was associated with lower initial intensity of threat and a smaller increase in cortisol. Threat responses and increasing cortisol concentration appear to inhibit presentation performance, while self-efficacy may strengthen challenge responses and reduce corresponding levels of cortisol concentration as well as its increase. 相似文献
17.
18.
19.
20.
Karl Maton 《教育政策杂志》2013,28(6):687-704
The concept of field forms the centre of Pierre Bourdieu’s relational sociology and the notion of ‘autonomy’ is its keystone. This article explores the usefulness of these underexamined concepts for studying policy in higher education. It begins by showing how Bourdieu’s ‘field’ approach enables higher education to be examined as a distinct and irreducible object of study. It then explores the value and limitations of this conceptualization through analyses of policy during two contrasting moments of transition in the same field. First, the insights offered by a field approach are illustrated by analysing the new student debate over the creation of new universities in early 1960s English higher education. This shows how the field’s relatively high autonomy shaped the focus and form of policy debates by refracting economic and political pressures into specifically educational issues. Second, considering contemporary changes in policy highlights how the erosion of the social compact underpinning higher education has increasingly fractured autonomy, necessitating the development of Bourdieu’s conceptualization. A distinction between positional and relational dimensions of autonomy is introduced to capture an increasing disjuncture between the origins of the actors running higher education and of the principles they are adopting, respectively. These concepts are utilized to illuminate the effects of current moves towards marketization and managerialism in higher education on principles, practices and identities within the field. 相似文献