语言传播规律的数量化研究及其对汉语国际推广的意义     

李红宇  倪小恒  李晶 《云南师范大学学报(教育科学版)》2011,(4):43-48

通过建立语言传播需求模型,文章尝试描述影响语言需求的基本因素,以及语言背后的经济、科技、文化实力对语言选择的影响,由此角度对语言的传播扩散进行了数量化分析,并对包括汉语在内的几种主要语言的需求趋势进行了初步估算。  相似文献   

论国学教育与高职学生人文素质的培养     

沈燕红 《宁波职业技术学院学报》2011,(6):30-32

高职教育作为高等教育、国民教育的有机组成部分,开展以优秀传统文化为主要内容的国学教育,对于提升高职学生人文素质,增强综合实力具有不可或缺的重要作用。文章阐释了国学与国学教育的内涵,分析了国学教育的人文价值功能,对实施国学教育以培养高职学生人文素质的途径策略进行了探讨。  相似文献   

从师范院校普通话测试看地方高校普通话培训与推广——以浙江师范大学和浙江省为例     

杨荷泉  夏玉红 《宁波职业技术学院学报》2011,(4):56-59

师范院校担负着培养合格教师的任务．是国家推广普通话的首要阵地。高校普通话培训和测试是“推普”活动中重要的一环。根据师范院校近年来普通话测试情况分析。地方高校普通话的培训工作还需要在以下四个方面继续加强：矫正发音习惯,攻克方音难点;提升学生识字水平,增强规范读音意识;强化语流音变训练,培养普通话语感;加强思维训练,明确努力方向。为了促进普通话测试和培训工作,地方高校应该积极推广宣传普通话。  相似文献   

Classroom action research on formative assessment in a context-based chemistry course     

Johannes Vogelzang  Wilfried F. Admiraal 《Educational Action Research》2017,25(1):155-166

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).  相似文献   

波兰罗兹大学英语教学法课程介绍与启示   总被引：2，自引：0，他引：2  

张纪英 《黄冈师范学院学报》2006,26(2):62-64,118

本文介绍了波兰罗兹大学外国语学院英语教学法课程,同时还对国内一些同类学院英语教学法课进行对比分析;根据我国师范院校英语教学现状和英语教学法课程的课时安排、教材选用、教法选择以及教学实习的内容和次数,文章提出了一些教学改革的设想。  相似文献   

民族传统体育在高校体育中的地位     

袁萍  黎庆奎 《赣南师范学院学报》2003,(6):80-81

采用文献资料法,归纳总结法详细阐述了民族传统体育的社会特性和社会功能,揭示它在高校体育发展中的地位,为拓展民族传统体育和推进学生素质教育的提高.  相似文献   

浅析学生英文写作能力的培养   总被引：1，自引：0，他引：1  

马玉芳 《山西广播电视大学学报》2006,11(5):50-51

英语写作对大部分学生而言是一项艰巨的任务。教师在帮助学生培养写作能力的教学方法探索中要充分考虑学生的语言能力及写作目标,采用恰当的教学方式。期间,发现错误与改正错误,紧密结合课本学习是提高写作能力的重要手段。  相似文献   

Student formation in higher education: teachers’ approaches matter     

Tone Dyrdal Solbrekke  Kristin Helstad 《Teaching in Higher Education》2016,21(8):962-977

Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally.  相似文献   

Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities     

Mirja Ruohoniemi  Monica Forni  Johanna Mikkonen  Anna Parpala 《Quality in Higher Education》2017,23(3):249-263

This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students’ approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students’ learning.  相似文献   

福州建设创新型城市之管见     

杨章钦 《闽江学院学报》2007,28(1):9-15

福州建设创新型城市,思路明晰、成就显著、任重道远。福州建设创新型城市的总体要求,就是要服务于国家战略,以政府创新为基础,打造城市特色,以战略集成和资本市场为支撑。福州建设创新型城市的主要途径在于,以科技创新为先导,以创新主体培育为重点,以政府主导为推动,以政策扶持为引导,以创新体制机制为突破口,以环境创新为前提。福州建设创新型城市的重点任务就是,应更加充分有效发挥人才第一资源的作用,应更加积极主动扶持企业提高自主创新能力。  相似文献