大学人文教育与人格塑造: 困境与出路

怎样对理工科大学生进行人文教育一直是学术界及教育工作者关注的热点。通过对理工科大学人文教育现状的分析,提炼出当前课堂教学和课外活动两种主要教育形式所面临的困境,结合教育理论的新进展,从MOOC模式的视角出发,构建了“任务与分享”式人文教育新课堂,主张借助网络平台,通过线上学习与线下分享相结合的方式,充分发挥学生的主观能动性,对理工科大学生进行人文教育。     

Helping Children Help: The Relation between Maternal Scaffolding and Children's Early Help

Theory and empirical research suggest that parental scaffolding of children's participation in chores may contribute to the development of early helping. Sixty mother–child dyads with toddlers between 18 and 24 months of age were assessed on two measures of scaffolding (during a cleanup chore; reading an emotionally laden book together). Children's helping was assessed in five tasks with an experimenter, and children were also assessed for social approach to an unfamiliar adult as a measure of sociability, and for internal state language as a measure of social understanding. Both mothers' scaffolding of everyday helping and children's sociability uniquely predicted individual differences in children's helping. Thus, individual differences in children's helping appear early, and are associated with both temperament and with parents' efforts to support and encourage young children's helpfulness.     

Academic writing in social work education: reflections from an international classroom

The affordances of processing subject knowledge through academic writing are rarely explicitly realised in social work education. In this article, we highlight the link between instructors’ efforts to facilitate students’ academic writing and students’ perceived increase of knowledge in the subject of social work in an international context. Based on instructors’ and students’ reflections collected before, during, and after a course, we aimed to answer the following questions: in what way can academic writing support students’ learning in social work? What are students’ reflections on the pedagogical model involving academic writing? The theoretical framework for the analysis was based on learning theories focusing on collaborative learning. The main conclusion is that the instructors’ awareness of how to scaffold students’ ability to write in an academic context and to develop the students’ understanding of social work in a local and global context is an important factor in student learning.     

"支架式"翻译网络教学研究

实现从以语言教学为目的的“教学翻译”到以翻译技能培养为目的的“翻译教学”的转变,关键是教学理念和教学模式的转变。文章对“支架式”翻译网络教学模式进行了探讨,通过教学实例,具体分析了教师、同伴以及信息资源在学生学习过程中的“支架”作用。这种“课堂上的成员互为支架,互相帮助”的教学模式有利于学生实现对翻译能力的建构。     

英语“后摄自主”课堂中教师的“支架”作用

“后摄自主学习”是学习者在老师的支撑和指导过程中逐步培养起来的一种能力，教师在其中发挥着提供信息、组织学习、指导实践、控制课堂、评价反馈、参与互动、心理支撑的“支架”作用。因此，在自主学习中，教师应精心准备，优化任务，创设情境，施之教法，激活创造，严格管理，及时反馈，搞好过程评价，真正成为学法的指导者，自主学习的助建者，交际活动中的促成者、参与者和合作者。     

Dialogue and creativity: The generative dialogical perspective in therapy

The generative perspective in therapy understands relations and dialogue as a generative social space where participants can promote innovative resources and possibilities for themselves, and their relations and circumstances, along with new social ecologies. It focuses on the creative dimensions of human relationality. This epistemological and clinical perspective has a heuristic value that allows us to discern and work with micro dialogues—micro processes of creative, generative dialogues—in the ongoing dialogue, mindful of the opportunities for creativity and innovation they provide. The generative perspective promotes creative processes and transformations to help clients build possible and viable futures when faced with problems, conflicts and challenges. It involves the dialogical and relational co-creation of resources and possibilities, and actions for implementation. The perspective is illustrated with a therapy process involving a 3-year follow-up. The paper includes a section where differences and similarities between dialogical perspectives are presented.