为适应以数字技术为代表的新经济时代迭代式创新范式转型,我们提出“课程共创”理念并开展了为期两年的实践,应用怀特赫德(Alfred North Whitehead)的过程哲学和教育生态学理论对实践进行了总结。研究认为,过程哲学和教育生态学不仅为...为适应以数字技术为代表的新经济时代迭代式创新范式转型,我们提出“课程共创”理念并开展了为期两年的实践,应用怀特赫德(Alfred North Whitehead)的过程哲学和教育生态学理论对实践进行了总结。研究认为,过程哲学和教育生态学不仅为把课程共创视为一个“课程化”的参与者生态化过程提供了理论依据,还为一流课程与卓越教师在课程共创中共生涌现提供理论解释。课程共创不再把课程视为事先确定的体系化知识和技术,而是借助参与者生态系统自然涌现及偶然合成的过程。成功的课程共创必须谋划好三个关键过程:通过环境沉浸重塑主体性的过程,通过建立关注促进参与者良好互动的过程,通过尊重差异促进参与者和谐合作的过程。展开更多
Topic effect on L2 writing has long been an issue of controversy. This study was carried out to investigate the influence of topic type on the quality of topic sentence. The participants, 150 college students at three...Topic effect on L2 writing has long been an issue of controversy. This study was carried out to investigate the influence of topic type on the quality of topic sentence. The participants, 150 college students at three different proficiency levels, were asked to write both on a private topic and a public topic. The results show that the participants on the whole wrote better on the public topic, and their proficiencies can be differentiated by the quality of their topic sentences. The public topic was conducive to the production of complete English discourse structures, as well as the generation of informative and predictive topic sentences. Moreover, the results also reveal the dynamic nature of contrastive rhetoric展开更多
文摘为适应以数字技术为代表的新经济时代迭代式创新范式转型,我们提出“课程共创”理念并开展了为期两年的实践,应用怀特赫德(Alfred North Whitehead)的过程哲学和教育生态学理论对实践进行了总结。研究认为,过程哲学和教育生态学不仅为把课程共创视为一个“课程化”的参与者生态化过程提供了理论依据,还为一流课程与卓越教师在课程共创中共生涌现提供理论解释。课程共创不再把课程视为事先确定的体系化知识和技术,而是借助参与者生态系统自然涌现及偶然合成的过程。成功的课程共创必须谋划好三个关键过程:通过环境沉浸重塑主体性的过程,通过建立关注促进参与者良好互动的过程,通过尊重差异促进参与者和谐合作的过程。
文摘Topic effect on L2 writing has long been an issue of controversy. This study was carried out to investigate the influence of topic type on the quality of topic sentence. The participants, 150 college students at three different proficiency levels, were asked to write both on a private topic and a public topic. The results show that the participants on the whole wrote better on the public topic, and their proficiencies can be differentiated by the quality of their topic sentences. The public topic was conducive to the production of complete English discourse structures, as well as the generation of informative and predictive topic sentences. Moreover, the results also reveal the dynamic nature of contrastive rhetoric