隐喻理论与象似性理论在高中英语教学中的应用     

王新然 《黑龙江教育学院学报》2015,(3):82-84

隐喻论与象似性同为认知语言学下的重要理论,探讨这两种理论与高中英语教学的结合,并分别介绍了隐喻论与象似性在词汇与阅读教学中的实际应用,对于如何利用这两种理论改进当前高中英语教学方法提出了一点建议。  相似文献   

“培根问题”及其诠释学意涵     

崔永杰 《湖南师范大学社会科学学报》2015,(4)

“培根问题”是波普尔在批判培根经验论及其“偏见”观的基础上首次提出的。波普尔不仅将内涵于培根哲学中“偏见”与“观察证实理论”的矛盾、冲突称为“培根问题”,而且经由对传统“观察证实理论”的颠覆性分析,提出并系统论证了与培根不同的、旨在通过正面肯定理论或“偏见”对“观察证实理论”的作用、强调“一切观察都是按照某种理论对事实的解释”,从而消解理论与经验观察之矛盾、冲突的方法。波普尔关于“培根问题”的提出及其解决,无不与其哲学内涵有丰富的诠释学思想密切相关。  相似文献   

Modeling Growth in Electronic Learning Environments Using a Longitudinal Random Item Response Model     

Damazo T. Kadengye  Eva Ceulemans  Wim Van Den Noortgate 《Journal of Experimental Education》2015,83(2):175-202

In educational environments, monitoring persons' progress over time may help teachers to evaluate the effectiveness of their teaching procedures. Electronic learning environments are increasingly being used as part of formal education and resulting datasets can be used to understand and to improve the environment. This study presents longitudinal models based on the item response theory (IRT) for measuring persons' ability within and between study sessions in data from web-based learning environments. Two empirical examples are used to illustrate the presented models. Results show that by incorporating time spent within- and between-study sessions into an IRT model; one is able to track changes in ability of a population of persons or for groups of persons at any time of the learning process.  相似文献   

Reconceptualising learning as a form of relational reflexivity     

Martin Dyke 《British Journal of Sociology of Education》2015,36(4):542-557

The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the analysis to Young’s account of ‘bringing knowledge back in’. The paper uses an example from field work on participation in learning to provide concrete examples that illuminate the points being made. It argues that learning theory needs to move away from transmission and the constructivists’ ideas about education and to consider the relational aspects of learning.  相似文献   

Queering Constructs: Proposing a Dynamic Gender and Sexuality Model     

T. J. Jourian 《The Educational forum》2015,79(4):459-474

Abstract

Higher education educators commonly understand social identities, including gender, to be fluid and dynamic. Lev's (2004) model of four components of sexual identity is commonly used to demonstrate the fluidity of sex, gender, and sexuality for individuals, but it does little to address the fixedness of those constructs. Through a multipronged intersectional framework and by centering trans* -students, this article proposes a more dynamic model for gender and sexuality.  相似文献   

Queer(y)ing New Schooling Accountabilities Through My School: Using Butlerian Tools to Think Differently About Policy Performativity     

Christina Gowlett 《Educational Philosophy and Theory》2015,47(2):159-172

Abstract

This article takes the role of provocateur to ‘queer(y)’ the rules of intelligibility surrounding new schooling accountabilities. Butler’s work is seldom used outside the arena of gender and sexualities research. A ‘queer(y)ing’ methodology is subsequently applied in a context very different to where it is frequently associated. Empirical data from a case study secondary school in Australia are used to contextualise the use of queer theory in thinking differently about new schooling accountabilities and how they can unfold in ways that are unforeseen and unexpected. By applying Butlerian theory in a manner very different to what is commonly expected, the author also destabilises the use of queer theory as well.  相似文献   

Socio-demographic and practice-oriented factors related to proficiency in problem solving: a lifelong learning perspective     

Richard Desjardins 《International Journal of Lifelong Education》2015,34(4):468-486

This article explores the relative importance of different socio-demographic and practice-oriented factors that are related to proficiency in problem solving in technology-rich environments (PSTREs) and by extension may be related to complex problem solving (CPS). The empirical analysis focuses on the proficiency measurements of PSTRE made available by the Programme for the International Assessment of Adult Competencies, which is relevant for gaining insight on some of the factors related to CPS. The purpose was to examine the relationship between the broad information processing experience that individuals gather in different contexts over the lifespan, and the chances to develop problem-solving skills that adults receive in different socio-demographic profiles. Results reveal that socio-demographic factors such as age, education and immigration status as well as practice-oriented factors such as ICT use and reading practice at and outside work are strongly related to proficiency.  相似文献   

A critical discourse analysis of Gisela's family story: a construal of deportation,illegal immigrants,and literacy     

Stephanie Abraham 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):409-423

In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community.  相似文献   

《初等数论》教学方法探究     

徐进 《淮南师范学院学报》2015,(3)

首先介绍初等数论的知识体系,然后指出学生在学习时所遇到的问题,最后结合教学的体会,初等数论的教学目标、特点、规律,给出了有关初等数论教学的几点思考。  相似文献   

‘Twilight or Middlemarch?’ A Teacher’s Refusal to Choose     

Sandhya P. Singh 《Changing English: An International Journal of English Teaching》2015,22(1):3-13

What should children and young adolescents read? Recent changes in the English curriculum have once again shifted the focus towards more canonical texts, but does featuring such texts on the course necessarily equate to rigorous teaching and in-depth learning? Through a self-examination of her own reading history, the author argues for a dialogic approach to reading and text selection instead, so that students may negotiate better understandings of themselves and their own socio-cultural contexts.  相似文献