高校教师教学水平评价多元概化理论权重效应分析

探讨高校教师教学水平评价多元概化理论合成信度的权重效应。使用"高校教师教学水平评价问卷",要求534名学生对16名教师进行评价,对收集到的数据作嵌套设计的多元概化理论分析。结果表明：（1）在高校教师教学水平评价中,多元概化理论合成信度估计权重、先验权重和效果权重产生不同效应;（2）结合高校教师教学水平评价,在充分分析三种权重对合成信度影响的基础上,提出了多元概化理论"合成信度三种权重效应分析模式图",能为正确使用多元概化理论权重提供科学参考。     

阅读教学在大学英语中作用

英语阅读教学对大学生综合能力的培养有着至关重要的作用。由于英语阅读教学的现状,我们有必要对英语阅读教学进行研究并且提出阅读的策略,原则和阅读技巧,以提高学生的英语阅读能力。     

英语素质教育三维促进模式实验研究

本研究是在深入了解贵州省普通初中英语课堂教学的基础上,针对其英语教学中存在的主要问题。构建了英语素质教育三维促进模式,并运用此模式进行实验。实验结果表明：三维促进模式对提高学生的英语语言能力有促进作用。     

What can regular and timely student feedback tell us about the teaching and learning processes?

Most studies on the evaluation of teaching focus on the input (teacher traits) or the output (student-generated products) of the teaching and learning processes. This article is based on a case study that examines the three components of teaching and learning: input, output and process. It presents a framework for collecting quantitative and qualitative data on the quality of instruction, assessment and feedback, and learning environment in college composition courses to complement the feedback provided by the end-of-course student evaluations of teaching for the purpose of monitoring, guiding, and improving instruction.     

浅谈内隐学习在大学英语教学中的应用

内隐学习是一种自动的、不易觉察的、对复杂规律敏感的学习,内隐学习与学科教学的结合是近年来内隐学习研究取得的新进展。结合大学英语教学的实际,对内隐学习在大学英语教学中的应用进行了思考并提出了几点认识。     

高中生数学元认知水平调查问卷的设计与编制*

对于元认知能力的评价和测试一直以来都是研究的难点,特别是就数学学科而言,已有研究多围绕数学问题解决过程中元认知监控水平的评价以及能力的培养展开,鲜有全面评价学生数学学习元认知水平的问卷。同时,没有针对高中生编制的元认知水平调查问卷。故本研究在已有研究的基础上,对已有的问卷进行修正和完善,通过征求专家意见与样本测试和数据分析,形成《高中生数学元认知水平调查问卷》。该问卷具有较好的内容效度和结构效度。信度方面,问卷整体的内部信度为0.952,分半信度为0.931,重测信度为0.946,说明问卷具有很好的内部一致性和测量稳定性。     

情感因素在外语教学中的应用与作用

外语学习与教学是一个非常复杂的习得过程,它涉及到各种因素。或许由于我国教育体制的局限,长期以来在教学过程中,尤其是英语教学过程中,过分强调英语成绩、识记能力而忽视教学过程中的情感因素、认知因素,致使教学目标单一、片面化、效率低下。为解决这些问题,必须在英语教学中融入情感因素,发挥其在英语教学中的作用,改变传统的英语教学模式,优化教学效果。     

Linguistic boundaries as predictors of the time between letters in oral and typed spellings

The authors investigated the importance of boundaries between phonemes, syllables, onsets and rimes, and morphemes in English spelling. They analyzed oral spelling data from a previous sample of 17 college students to predict time between consecutive letters (pause time) on the basis of the presence or absence of each linguistic boundary. The authors used a parallel approach to analyze pause times of 30 college students when typing individual words and when typing words in an essay. For oral and typed spellings of individual words, syllable boundaries significantly predicted pause times. Phoneme boundaries also predicted pause times in typed spellings of individual words. For typing essays, only onset-rime boundaries significantly predicted pause times. The results support the importance of syllables in the spelling of individual words. Further, the results suggest that spelling in the context of writing is a qualitatively different process than is spelling individual words by dictation.     

元认知结构在教学背景中的理解

近20年来,元认知(metacognition)成为心理学研究的热点之一,人们提出了一系列的元认知理论,试图对人的认知与学习过程作出更为深入的探讨和解释。在许多认知活动中元认知都起着重要作用,这些活动包括口头信息交流、口语理解、阅读理解、写作、语言习得、知觉、注意、记忆、问题解决、社会认知和各种形式的自我控制、自我指导等等。本文主要谈:在教学背景中,对元认知的含义及其结构的理解。     

汉语儿童英语口语词汇与阅读学习的关系

以120名四、五年级小学儿童为被试,探讨汉语儿童英语口语词汇与阅读学习的关系,并检验了英语语音意识在其中的中介作用。结果表明:(1)汉语儿童的英语口语词汇与阅读学习之间存在密切关系。控制一般认知能力和母语口语词汇的影响后,英语口语词汇对阅读学习仍具有显著的预测作用。其中,英语口语词汇产生对于英语单词认读的预测作用更重要,英语口语词汇理解则对英语单词理解的预测作用更重要。(2)英语口语词汇产生既可以直接作用于英语单词认读、理解和假词拼读,也部分通过英语语音意识的中介间接作用于英语阅读;英语口语词汇理解对英语单词理解也具有直接作用,并部分地通过英语语音意识的中介发挥间接作用     

中国学生在学习英语中语音加工策略的使用

基于国内外有关语言习得的研究,使用自编的语音加工策略调查问卷,调查和分析了我国学生学习英语时语音加工策略的使用情况,探讨了性别、开始学习英语年龄、系别专业以及英语学习听说读写四个不同过程对于语音加工策略使用的影响。结果表明,在听、说、读、写这四个不同的过程中,语音加工策略的使用情况有显著的不同;在语音加工策略的使用上没有表现出性别以及年龄上的差异,但是在起始年龄阶段上以及院系之间存在差异。总的来说,中国学生学习英语对于语音的依赖程度并不高。     

大学生外语写作自我效能感在写作焦虑对写作成绩影响中的中介效应

在外语写作课堂教学的情境下,使用写作自我效能感量表、外语写作焦虑量表和一篇英语命题作文分别调查356名大学一年级学生的外语写作自我效能感、写作焦虑与外语写作成绩,探讨写作自我效能感在写作焦虑与写作成绩之间的中介效应。结果表明:(1)外语写作焦虑显著负向预测外语写作自我效能感;(2)外语写作自我效能感显著正向预测外语写作成绩;(3)外语写作自我效能感在外语写作焦虑对外语写作成绩的影响中起到了完全中介的作用。     

认知负荷和项目竞争强度对大学生提取诱发遗忘的影响

采用提取练习范式与逐试次刷新任务相结合的双任务对96名大学生进行测试,通过考察认知负荷和项目竞争强度对提取诱发遗忘(RIF)的影响,以澄清RIF的产生机制。结果发现:相对于高、低认知负荷组大学生而言,控制组大学生在高项目竞争强度下诱发出显著的RIF,在低项目竞争强度下则未诱发出显著的RIF。结果表明:控制组大学生在汉语类别-样例词对中产生的RIF是由需要认知资源的控制性抑制加工产生的,这种RIF比拼音类别-样例词对中的RIF需要更多的认知资源,且未受相关代价与效益问题影响。     

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment

Background. The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching‐learning model ( Biggs & Moore, 1993 ). Aim. The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio‐economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. Sample. One hundred fourty‐eight Israeli junior and high school students participated in this research. Methods. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. Results. The research findings show a clear preference of participants from all socio‐economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio‐economic background used both learning strategies more frequently than low socio‐economic students. Conclusions. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non‐Internet learning environment.     

Transforming to Teach: Teaching Religion to Today's Black College Student

Abstract. Emerging from the particular experiences of the marginalized, postmodern pedagogies (bell hooks, Paolo Freire, feminist pedagogies) argue that education is more than conveying information from teacher to student. Rather education should encompass the transformative process of shaping character, values, and politics through the dynamic interaction among the teacher, the students' experiences, and the content of the instructional material. These perspectives argue that educators should reject “the banking model” of education, and teach to transform. However, religious studies with today's black college student tests the mettle of these approaches. On the one hand, historically black colleges and universities (HBCUs) have long practiced transformative education through a commitment to shaping both the minds and characters of their students. On the other hand, many of today's black college students are less receptive to transformation, particularly in the academic study of religion. This resistance to transformation is a reflection of (1) the socio‐economic reality of the current student, and (2) a new black religiosity that portrays the world in binary terms. These economic and religious realities present a teaching context for which few religious scholars are prepared. This essay discusses the particularities of teaching religion to today's black college student by sharing the challenges, failures, successes, and joys of teaching religion at a small church‐related, historically black women's college in the south. I will discuss the techniques that fail, and the way in which this unique context causes me to transform the way I teach religion. In the midst of a commitment to postmodern pedagogies, I feel a need to return to the banking model's establishment of authority and emphasis on content. As I negotiate with this method, I find ways to stealthily infuse transformative pedagogical techniques. I also discuss the way such a dramatic shift in pedagogy has transformed me, the teacher.     

Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders: Research into Practice

In the first study, 30 Spanish-speaking English-as-a-second language (ESL) first graders whose families were Latino immigrants and who received all their school instruction in English completed an assessment battery with both Spanish and English measures of phonological awareness, Verbal IQ (VIQ), oral language proficiency, and single-word reading (real words and pseudowords); they also named English alphabet letters. Phonological awareness in Spanish predicted (a) phonological awareness in English and (b) English word reading; thus, phonological awareness may transfer across first and second languages and across oral and written language. English VIQ and oral language proficiency predicted both English and Spanish word reading, but Spanish VIQ and oral language proficiency did not predict English word reading. In the second study, the 4 males and the 4 females with the lowest reading achievement participated in an instructional design experiment in which empirically supported instructional components for teaching beginning reading to monlingual English speakers were included. These components were phonological awareness training (in both Spanish and English), explicit instruction in alphabetic principle (in English), and repeated reading of engaging English text with comprehension monitoring (in English). Both individual students and the group as a whole increased in real-word reading and pseudoword reading beyond the level expected on the basis of their Spanish or English VIQ or oral proficiency. Implications of this research for school psychology practice are discussed, especially the importance of early reading intervention and progress monitoring for Spanish-speaking ESL first graders.     

Pedagogical strategies for teaching literacy to ESL immigrant students: A meta‐analysis

Background. Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy‐related barriers to success in education and in the labour force. Aims. This meta‐analysis reviews experimental and quasi‐experimental studies to examine strategies for teaching English literacy to immigrant students. Method. Following an exhaustive and systematic search for studies meeting pre‐determined inclusion criteria, two researchers independently extracted data from 26 English as a Second Language (ESL) studies involving 3,150 participants. These participants consisted of ESL immigrant students in kindergarten through grade 6 who were exposed to English literacy instructional interventions. Measured outcomes were reading and writing. Results and Conclusions. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia‐assisted reading interventions. The results show that the pedagogical strategies examined in this meta‐analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio‐economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition for immigrant students whose primary language is not English, it is important to continue to research successful literacy practices in ways that better inform educators and policy makers.     

Patients’ Perceptions on Their Involvement in Medical Education: A Qualitative Pilot Study

Patients’ perception with regards to their use in medical teaching is an under-researched area in Pakistan. The objective of this qualitative, pilot study was to determine the perspectives of hospital admitted patients on their being used in the medical education of students in a private medical institution. An attempt to understand the dynamics of interactions between patients, students and doctors was also made and to see how this affected the doctor-patient relationship. A qualitative study with in-depth interviews was conducted in a private medical college of Islamabad, Pakistan with a total of 20 adult patients. The focus was on their experiences with bedside teaching. This pilot study reveals interesting findings about patient-physician interactions in Pakistan. Patients had a traditionally passive role in medical education putting more onuses on the doctor to impart knowledge to the medical students. Patients comforted themselves in the knowledge that they were following Allah’s command when they were involved in the teaching of medical students. The apparent altruism of Pakistani patients in this study was influenced mainly by religious reasons, following the commandments of Allah to help develop future healers for humanity. The culture evident in the medical college where this study was conducted is reflective of the social power ladders that pervade Pakistani society. The positions of doctors and medical teachers in Pakistani society are hardly challenged to debate. Little attention has been paid to the values that influence the cultural and social frameworks within which Pakistani medical teachers, medical students and the patients function.     

Cultural Effects on English Language Teachers’ Judgments of Metaphoric Creativity: A Mixed‐Methods Approach

This study explored cultural influences on English language teachers’ judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers’ ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers’ imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners’ creative language artifacts in an English L2 context.     

Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants' created motivational climate

ObjectivesThere is a common trend to train physical education teachers and coaches in need supportive teaching behaviors, however, little research has been done with graduate teaching assistants (GTAs) in college and university physical activity programs. The purpose of this study was to test the effects of a need supportive teaching training program on GTAs' ability to promote need support in college and university physical activity courses.DesignLongitudinal and correlational.MethodParticipants were twelve GTAs from a midsized southeastern university in the United States, trained to deliver instruction in a positive motivational climate via in-person meetings, self-study materials, and tri-weekly meetings with researchers.ResultsMulti-level modeling revealed that the learning environment created by the GTAs improved across the duration of the study, with most of the growth between baseline and the first four intervention data points. Partial correlations seemed to indicate that these changes were influential among students, as evidenced through measurement of perceived autonomy support and motivational regulations.ConclusionsResults revealed that the behavioral change process was carried out quickly (from the beginning of the training), suddenly (rather than gradually), and then leveled off until the end of the semester. These results provide some promise in being able to effectively train GTAs to be need supportive in a relatively short amount of time.