“国际交流语用研究”语料库刍议     

胡庚申  汪敬钦 《清华大学教育研究》2002,(Z1)

本文主要从语料的收集、语料的标注及语库的实施等方面阐述在清华大学构建“国际交流语用研究”语料库的基本思路。文章认为 ,选择语料的原则应当是 :(1)口语与书面语兼顾 ,以口语为主 ;(2 )正式语体与非正式语体并重 ,以正式语体为主 ;(3)广泛取材与定向取材结合 ,以定向取材为主。库内语料安排可不按主题分类 ,而按交流形式分类。语料标注的类型主要包括国际交流语篇的背景信息、语义分析、语篇结构等。语库的实施则强调利用清华的软硬件技术优势与统筹协调等问题  相似文献   

Enabling the classroom and the curriculum: higher education,literary studies and disability     

David Bolt 《Journal of Further & Higher Education》2017,41(4):556-565

In this article the tripartite model of disability is applied to the lived experience of twenty-first-century higher education. The tripartite model facilitates a complex understanding of disability that recognises assumptions and discrimination but not at the cost of valued identity. This being so, not only the normative positivisms and non-normative negativisms but also the non-normative positivisms of the classroom and the curriculum are explored. Inclusion is taken as the starting point and the argument progresses to a profound and innovational appreciation of disability. The problem addressed is that inclusion, as shown in The Biopolitics of Disability, constitutes little more than inclusion-ism until disability is recognised in the context of alternative lives and values that neither enforce nor reify normalcy. Informed by this understanding, the article adopts the disciplinary example of literary studies and refers to Brian Friel’s Molly Sweeney as a primary text. The conclusion is that, despite passive and active resistance, disability enters higher education in many ways, most of which are beneficial to students and educators alike.  相似文献   

Visualizing Social Justice: Using Controversial Images in Social Studies Classrooms     

Todd S. Hawley  Alicia R. Crowe  Evan Mooney 《Clearing house (Menasha, Wis.)》2016,89(3):85-90

In this article, we promote the use of controversial images to enhance the discussion of social justice issues in schools. Controversial images provide rich opportunities for students to question what is occurring currently in society as well as what has occurred in the past. We provide an example set of activities to be used in teacher education that can help future teachers explore engaging methods for teaching with controversial images, discuss tensions involved with the use of controversial images, and to develop connections between using controversial images and teaching for social justice.  相似文献   

Using case studies in business education to promote networked thinking: findings of an intervention study     

Matthias Pilz  Lea Zenner 《Teaching in Higher Education》2018,23(3):325-342

Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes current business reality. However, there is virtually no empirical evidence of the extent to which the case study method actually delivers the advantages attributed to it. This paper aims to remedy that gap in the literature. The paper considers the extent to which the case study method promotes networked thinking on the part of students on business and management courses. The research is designed as an intervention study involving pre- and post-testing. The study finds that students who have worked on a case study correctly identify more interactions in post-testing than in pre-testing.  相似文献   

A tale of two countries: comparing civic education in the Philippines and Singapore     

Mark Baildon  Jasmine B.-Y. Sim  Agnes Paculdar 《Compare》2016,46(1):93-115

This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries.  相似文献   

Exploring the position of curriculum studies across the continuum of teacher education in Ireland     

Raymond Lynch  Orla McCormack  Jennifer Hennessy 《Irish Educational Studies》2017,36(4):439-456

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.  相似文献   

Middle school students' conceptual perceptions of the social studies course,and their transfer of the outcomes to daily life     

Zafer Ibrahimoğlu 《The Journal of educational research》2019,112(1):131-139

The primary aim of this study was to identify middle school students' conceptual perceptions of the social studies course, and their usage and awareness of the course outcomes in daily life. Qualitative research methods and techniques were employed in the study. The participants were 34 middle school seventh-grade students from a state middle school in Istanbul, Turkey. Letter writing was used as the data-gathering tool, and the data were analyzed by means of the content analysis technique. The findings showed that the participants perceived social studies as a course consisting of social-humanistic sciences with an emphasis on history and communication in accordance with the theoretical structure of the course, and employed their outcomes from this course that they can partly use in daily life.  相似文献   

The influence of aspirations on higher education choice: a telecommunication engineering perspective     

José María Cubillo-Pinilla  Joaquin Sánchez-Herrera  Waldo S. Pérez-Aguir 《European Journal of Engineering Education》2006,31(4):459-469

This paper analyses the influence of external factors that affect the decision-making process in the selection of telecommunications engineering studies. Particularly, we have studied the influence of factors related to the generation of expectations about the studies. A survey was conducted on a sample of 701 male and female telecommunications engineering students. The results show the existence of a direct relationship between the choice of telecommunications studies in non-vocationally oriented students and their expectations of finding a job more easily, getting higher salaries and more prestige. On the other hand, non-vocationally oriented students show similar academic performance to that of vocationally oriented students.  相似文献   

人学和21世纪高校学生素质与创造力的培养     

黄震云  俞明 《徐州师范大学学报(哲学社会科学版)》2002,28(2):122-125

从人学建设的现实视野出发，对高校文科学生的素质与创造力予以培养，必须进行文化的全面整合，创造力是综合素质，所以要综合培养，同时还要注意创造力培养的途径要求和具体方法，实用和超前是教育改革的两个支点。  相似文献   

西方人本主义对文艺美学影响述评     

蔡圣勤 《黄石理工学院学报(人文社科版)》2006,23(2):7-10

对当代我国文学、影视、艺术产生重大影响的主要是西方近代、现代和当代的人文精神，特别是人道主义和人本主义的“人学”观念。本文综述和评析了几种理论观点，以期梳理和理解西方人本主义的概貌及对当代文艺思潮的影响。  相似文献