批判视角下大学英语期末测试的问题与对策

地方本科院校大学英语期末测试主要存在以下问题:教育主管部门的行政干预;大学英语四级考试的消极影响;相关教师责任心不够强,测试理论水平、实践水平相对低下。批判语言测试主张从广阔的社会视域解决这些问题:敦促期末测试各利益相关方协同努力;实现语言测试专业化;体现以学习者为中心的理念;把对学习者的评价贯穿于英语学习的每一个环节。     

传播学视角下高校思想政治理论课教学传播有效性探析

从传播学的视角看,高校思想政治理论课教学是师生围绕信息进行的人际传播互动过程,运用传播学基本理论考察这一传播过程的基本要素,分析影响传播过程有效性的因素和探求增强传播过程有效性的策略,对于增强思想政治理论课教学的有效性具有重要意义。     

环境、结构与认知:信号管理的发生机制探析

在对信号管理概念进行回顾的基础上,从外界环境、组织结构、决策者认知3个不同层次,梳理了信号管理发生机制的研究脉络,并结合对信号管理发生的本质认识,即组织决策者选择利用符号性资源解决其所感知到的冲突的决策过程,将信号管理发生机制的多层次研究系统地整合入“冲突识别-冲突解决”的两阶段决策框架.结合该框架,探讨了信号管理发生机制研究中亟待解决的问题,并对未来的研究进行了思考.     

社会学视域下大学生学习权益受损问题探讨

当前大学生对学习权益较为关注,但由于师生个体、学校教学管理、法律法规等层面存在一些不足和制约,在深化教育领域综合改革的大背景下,需要加强培育大学生与高校教师良好的学习权益意识,吸引学生主动参与,形成科学、多元的学习评价体系;进一步推进教学改革,提升大学生学习权益的载体建设,将学习权益纳入我国教育法律法规,完善大学生学习权益保障和救济途径。     

基于学生视角的大学英语教学及改革思路

多年以来的大学英语教学改革虽然取得了一定成效,但依然存在诸多问题,如教材陈旧、与实际脱节,教学模式过于传统,学生学习的目的性不强、学习缺乏动力等,导致大学生普遍对大学英语课程的学习感到不适。针对这一情况,提出“以学科为依托的大学英语教学模式”,尝试以学习主体为突破口,解决目前大学英语教学中存在的问题。这一教学模式旨在通过调动学生学习的积极性和主动性,彻底改变大学英语的教学现状,从而真正体现大学英语课程的价值所在。同时,这种教学也对教师的教学组织、学生的学习以及教材的编撰等提出了较高的要求。     

国家政策视角下教师教育研究取向

改革开放以来,教师职业从"臭老九"到"香饽饽",教师教育逐渐成为教育事业发展的关键环节。聚焦教师队伍建设探讨教师发展,成为近年来教师教育研究的突出特点。从国家政策视角,我国改革开族以来的教师教育产生以来进行分析,可以看出:教师教育研究理念层面从综合大学办教育的提出到合格教师的发展和完善到从合格走向卓越;政策层面从宏观到微观,从重视教师教育数量到重视教师教育质量;实践层面从旧三级到新三级递进,从职前职后教育分开进行到职前职后教育一体化。这些无不体现我国教师教育研究真正意义上从合格走向卓越。     

灵性社会工作服务的发展脉络及思考

社会工作服务孕育于人们对灵性服务的需求之中,却迷失在对技术理性疯狂的追求和极端的个人主义滥觞的时代。梳理社会工作灵性服务的传统,有助于帮助社会工作者重新拾掇"全人"的服务理念,学会与案主同行,从灵性层面帮助案主更好地认识自己,学习在复杂的社会环境中安顿自我和实现自我超越。     

The racialized patterns of police violence: The critical importance of research as praxis

The tragic killing of George Floyd at the hands of the police resulted in hundreds of thousands of protestors marching in the streets demanding change. The call for change criticized the killing of Blacks by law enforcement and challenged White supremacy as an institution of social control and racial violence. A key component of the marches and protests was a message to the residents of the United States: “Black Lives Matter.” As society grapples with a reckoning, researchers studying police violence for the past 6 decades have been empirically and theoretically debating the reasons why use of force by law enforcement continues to have a higher proportion of Black and Brown victims compared to Whites. Although the research on fatal police killings was studied by only a small number of individuals prior to 2014, after the killing of Michael Brown in Ferguson, Missouri the research in different areas of the country increased rapidly as did the forms of analysis and research disciplines making their own contributions. The Washington Post and Guardian news agencies established that deaths at the hands of the police were occurring for at least 900 to 1100 individual deaths per year for which firearms resulted in the greatest cause of death. As US government agencies failed to produce a national data source on police involved killings, the media took a leading role in providing greater national understanding. The authors examine what role academic researchers contribute to the discussion for solutions, particularly those from marginalized backgrounds. As protestors march, lawyers sue and defend, and politicians create new forms of legislation, researchers need to play a more important role initiating critical studies, making sense of the data, and providing a theoretical framework for which police violence can be understood. This article will provide an overview of the literature on racialized police violence, point out key patterns involving racial and ethnic disparities, and emphasize how researchers can play a more important role in advocating for change.     

When the Norwegian child-welfare services get involved: parents making sense of referrals

There is limited research exploring parents' views and understanding of referrals to the child-welfare services (CWS). This study explores parents' understanding of the circumstances leading to a child-welfare referral, and their understanding of the reporter's objectives in making the referral. Qualitative content analysis and frequency analysis was performed on open-ended survey responses from a sample of 683 Norwegian parents in contact with the CWS. The results showed that the majority (60.2%) of the parents perceived the referral to be initiated solely because of parental difficulties and multiple family life stressors. Some of the parents (22.8%) believed the referrals were initiated exclusively because of their children's problems, whereas a few (13.3%) perceived it to be a combination of parental/familial difficulties and children's problems. The findings reveal that close to half of the parents (46.4%) felt the objective of the person making the referral was to help the child, their parents and the family. Some (36.5%) saw it as a routine or mandated action by public or official services, while others (18.7%) reported that they did not know why referrals had been made, or gave no answer to the question. A small group of parents (6%) viewed the referral as an act of harassment. The main implications of these findings are discussed.