农村教育评价建设研究

教育评价是判断教育价值的活动,它对教育发展有着很强的导向作用.在我国推选素质教育的过程中,教育评价发展相对滞后.贯彻发展性教育评价理念,必须加强教育评价建设,在分析农村教育评价现状的基础上探讨了加强农村教育评价建设的意义、内容和策略.     

浅析影响学生运用英语能力发展的相关因素

本文从探讨英语学习者的语言运用能力发展所经历的过程入手,以教育心理学的观点分析了影响学习者运用英语能力发展的相关因素,以及教师的课堂作用与学习者运用英语能力发展的关系,最后提出了笔者对此问题的看法。     

战略技术联盟构建竞争优势：专利许可与专利互换范例

从战略联盟的角度分析了一种建立竞争优势的途径。通过模型分析和实例解剖，揭示出企业可以通过一系列战略联盟组合将自己的核心竞争力转化为可以获得利益的竞争优势。阐明了核心竞争力是联盟的基础，通过联盟可以转化为竞争优势；战略联盟是获取竞争优势的重要手段之一。     

Development of intercultural competence among US American teachers: professional development factors that enhance competence

The increasing diversity of the student age population in the USA calls for increased cultural competence on behalf of educators to effectively teach students. This article reports on a study of a suburban school district’s initiatives that utilized the Development Model of Intercultural Sensitivity, the Intercultural Development Inventory (IDI) as a baseline measurement tool, and subsequent professional development for teachers, to promote the development of intercultural competence. ANOVA and regression analysis models were used to determine the variables that affect teachers’ perceived intercultural competence after their participation in professional development.     

构建心理图式提高跨文化交际能力的研究

阐释了认知心理学中心理图式的内涵与特征；探讨了心理图式与跨文化交际能力的密切关系；认为从图式的视角研究跨文化交际能力具有重要理论和实践意义。图式视角使跨文化交际能力的研究由宏观静态描述转向微观动态阐释；认为心理图式的调整与构建是提高跨文化交际能力的有效途径之一。     

Low-Income Mothers' Conversations About Emotions and Their Children's Emotional Competence

This study examined the linkage between low-income mothers' conversations about emotions and their children's understanding of emotion. Forty-five low-income preschoolers and their mothers were videotaped while viewing a wordless picture book designed to elicit talk about emotions. Three maternal and child emotional language behaviors were coded from the videotapes: (a) unelaborated comments about emotions; (b) explanations about the causes and consequences of emotions; and (c) empathy-related statements. The children's questions about emotions were also coded. In a separate interview, the preschoolers were administered tasks that assessed emotional expression knowledge, emotional situation knowledge, and emotional role-taking. The results revealed that emotional situation knowledge was positively predicted by mothers' empathy-related statements. Mothers' explanations about the causes and consequences of emotions were uniquely related to emotional role-taking ability. There were very few correlations between the mothers' and children's talk about emotions. Results are discussed in terms of the functional significance of mothers' emotional language for young children's emotional competence.     

德才兼"美"——浅谈高等教育中的审美修养

通过对高校学生的审美意识、审美情趣、审美修养水平的现状及其产生原因的阐述,论述了德、美、才之间的辩证关系,说明了"美"在德才兼备人才培养中的作用,并从审美修养是德才兼备人才时代品格的重要特征和社会发展的必然要求等方面阐明了必须注重培养审美修养的重要意义。     

在商务英语教学中培养学生的交际策略能力的研究

采用实验研究法在商务英语教学中培养学生的交际策略能力，通过一个学期的策略训练，得出了以下的结果：（1）实验组学生使用的策略、尤其是所培训的策略（转述策略、近似表达策略、迂回策略和填补策略）明显高过非实验组，证明了实验组在交际策略训练后学生愿意接受或使用更多的交际策略；（2）在商务英语课程教学的课堂中对学生进行交际策略的培训不影响学生的笔试成绩，相反，通过策略培训，实验组学生学习积极性有了很大的提高，学习成绩有了显著的进步和提高；（3）交际策略训练有助于提高学生的交际能力。     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

注重在实验教学中培养学生的探究能力

本文论述在实践教学中培养学生探究能力的相关问题。