浅谈运用交际原则进行语法教学的必要性     

吴晓颖 《玉溪师范学院学报》2002,18(3):97-98

语言教学的目的是培养学生在一定范围内进行交际的能力 ,因此在语法教学中应贯穿交际教学法 .  相似文献   

由中国宏观经济发展探析新世纪的中国证券市场     

王学增 《唐山师范学院学报》2002,24(3):26-27,74

中国证券市场将长期向好。跨世纪宏伟发展战略的进一步实施、社会主义市场经济的不断完善以及中国对外开放步伐的日益加快，都将在新世纪推动中国证券市场长期向好。  相似文献   

Phenomenology and hermeneutics: Evolving approaches to the study of intercultural and international communication     

Fred L. Casmir 《Int J Intercult Relat》1983,7(3):309-324

The thought models and theories of many individuals and disciplines have contributed to the study of human communication. In recent years scholars have become increasingly aware of the fact that methodologies superimposed upon the actual event of human communication have significantly shaped our perceptions of these events. Going beyond methodological approaches or quarrels, a phenomenological basis requires direct encounter with the event and an attempt to let methodology evolve out of that direct encounter, rather than attempting a so-called objective approach. Self, experience, values, and human relationships are of primary concern to the phenomenologist who sees meaning and interpretation as a unitary concept. Phenomenology thus concerns itself with understanding, and the bases for such understanding, rather than with the mere application of methodology. At the same time, phenomenology by its very approach, concerns itself not merely with the discovery of some abstract truth, but must be deeply concerned also with the improvement of the human condition founded in conscious experience. Behavior and meaning thus become conjoined. The ultimate aim of phenomenological studies becomes a concern with the ontological as well as the epistemological bases of human understanding.  相似文献   

The cross-cultural transfer of educational technology: A myth     

George A Borden  Jean M Tanner 《Int J Intercult Relat》1983,7(1):19-32

This paper argues that technologies can never be transferred from one culture to another. The implementation by Costa Rica of the Open University system of technologies developed in England is used as a case in point. The paper focuses on the non-applicability of using the term “transfer” with its attendant connotations, to signify the implementation of similar technologies in different cultures; differentiates between system specific and culture specific problems in the process of this implementation: and discusses the interaction of three cultures in the process of “transferring” a system of technologies from one of these cultures to another. The Open University system of technologies is described as it exists in England and the system specific problems of these technologies are delimited. The system of technologies is then “transferred” to Costa Rica and the culture specific problems discussed as seen by two evaluators from yet a third culture (the United States). The expectations of individuals from all three cultures (English, Costa Rican and U.S.) are raised in tight of these culture specific problems.  相似文献   

Effects of administrative scheduling and directions upon student ratings of instruction     

Henry F. Dizney  John L. Brickell 《Contemporary educational psychology》1984,9(1):1-7

Using temporal proximity of instructor/course evaluations to critical in-course events, together with psychological set provided via directions, the present investigation sought to assess (1) the appropriateness of within-course time-series analyses for instructor ratings, and (2) the potency of inducing rater perceptions of the rating process as an interactive variable in course evaluations. A 2 × 2 (temporal proximity by psychological set) factorial design used students enrolled in two sections of an undergraduate course in educational psychology as subjects. Using both midterm and final examination time periods as data collection points, the results of this investigation suggested that preexamination instructor/course evaluations tend to be more favorable than postexamination evaluations, and that a specific positive psychological set prior to evaluations tends to produce more favorable evaluations than very general, brief instructions.  相似文献   

Independence and obedience in the United States and Japan     

Elizabeth B. Buck  Babrara J. Newton  Yasuko Muramatsu 《Int J Intercult Relat》1984,8(3):279-300

Are some Americans and Japanese beginning to think more similarly about independence and obedience? Middle-class adult respondents from the suburbs of Chicago and Tokyo (U.S.: 43 males and 54 females: Japan: 71 males and 80 females) were surveyed about their sex-role values. This report focuses on two values which have been recognised as constituting fundamental differences between Japanese and Americans: personal independence and obedience. The survey used a metric multidimensional scaling technique called Galileo^®. Analyses of the data and results of other comparative studies suggest that any convergence taking place between the two societies is occurring primarily within American society. There is growing evidence, including the findings of this study, that Americans are moving away from their traditional stress on the importance of the individual in society. The Japanese respondents did show a more liberal conceptualization of the ideal woman with respect to obedience, however, there was no indication that this less traditional image of women extended to their other traditional roles in society.  相似文献   

Soviet school mathematics curriculum reforms     

Thomas A. Romberg 《Contemporary educational psychology》1984,9(3):246-253

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Educational psychology research in Greece     

Sophia Sakka-Paraskeva 《Contemporary educational psychology》1984,9(3):214-228

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Use of clustering techniques in deriving psychoeducational profiles     

Esther Sinclair  Leeka Kheifets 《Contemporary educational psychology》1982,7(1):81-89

This study explores whether a synthesis of clinical and statistical data taken from the psychoeducational reports completed on a group of 42, 9- to 11-year-old boys referred to a Child Psychiatric Outpatient Department for school-learning problems, would yield discrete clinical categories or clusters of children. An amalgamated hierarchical clustering technique which formed clusters by subjects based on a measure of euclidean distance was used. Forty-two reports were evaluated by licensed educational psychologists in five input areas: Developmental History, School History, Cognitive Functioning, Sensorimotor/Perceptual Functioning, and Academic Achievement. One of three educational placement recommendations was identified for each subject: No Educational Placement Intervention Necessary, Special Tutoring or Remediation, and Special Class Placement. Using clinical characteristic ratings given by the evaluators on each variable, a similarity-dissimilarity matrix was formed which classified subjects into four discrete clusters based on their clinical profiles. A χ² test determined that there was a significant association (p < .01) between cluster membership and educational placement recommendations.  相似文献   

The rule-assessment approach and education     

Robert S. Siegler 《Contemporary educational psychology》1982,7(3):272-288

This paper describes the rule-assessment approach to cognitive development and summarizes work using it that is relevant to education. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Addressing this issue requires a means of assessing what people already know, a means for studying how they learn, and a means for examining basic processes that may underlie developmental differences in knowledge and learning. Research using the rule-assessment approach is summarized in terms of eight conclusions about these issues. Each of the conclusions is illustrated with empirical examples.  相似文献