学前教育专业(教育技术方向)构建实战型“教、学、训、赛”一体化人才培养模式探析——以广西幼儿师范高等专科学校为例

以广西幼儿师范高等专科学校为例，分析学前教育专业（教育技术方向）构建实战型“教、学、训、赛”一体化人才培养模式的依据，阐述实战型“教、学、训、赛”一体化人才培养模式的内涵，并提出实战型“教、学、训、赛”一体化人才培养模式的构建路径。

“教→不教”四课型语文素质教学模式

作者在多年语文教学实践经验的基础上经过三年集中的教改实验探索．最后形成了一个可以兑现叶老教学思想的行之有效的语文素质教学模式，即“教→不教”四课型语文教学模式。

A Tentative Probe into Task-based Mode of Translation Teaching

By analyzing the traditional model of E-C （English-Chinese） translation teaching, this paper points out the shortcomings of this old model, and presents a brand-new task-based approach to E-C translation teaching which takes contrastive linguistics as a base and threads with the concept of text translation.

THEORY AND IMPLEMENTATION OF ICAI COGNITIVE MODEL BASED ON MEANING

Cognitive models must be able to adapt the students learning behaviors dynamically.In our point of view,the processes of learning and understanding are,in nature,the procedure that gains the meaning of the object to be learned.So,ICAI cognitive models should reflect the meaning structure of the domain knowledge in students mind.According to this view,we developed the meaning theory of Ludwig Wittgenstein,and proposed the concept of meaning conjoinism.On the basis of the meaning conjoinism we proposed a meaning oriented ICAI cognitive model and its corresponding teaching tactics.Furthermore,we developed an ICAI system named Thinking and the efficiency of our proposal has been demonstrated.

Challenges and Demands for College English Teachers Raised by Training All-round Qualified Persons

The latest issue of College English Curriculum Requirements has posed challenges and demands for teachers in terms of linguistic competence, academic knowledge, language skills, professional morality, emotional and attitudinal qualifications, etc., which requires teachers to embrace and handle with active and open-minded responses. Hence, teachers ought to strive to develop and improve their own overall qualifications in collaboration with the long-term development of the subject and of the national higher education, with the need of qualified persons demanded by social development and the students＇ learning. Teachers also ought to form a notion of scientific development by keeping pace with the time, so as to discern the trend of subject development, to form appropriate judgments concerning the social development and to properly regulate their own development.

On educational system of legal translation course in colleges of China

With the broadening of economic and commercial communication between China and the outside world, the market of legal and contract document translation job is blooming harshly in both China and abroad. Accompanying this tendency, the professionalizing forensic development of translation is booming up as well. The request for higher education institutions to establish the education system of forensic translation is shining in human＇s eyes, and the cultivating system for the future, the world and profession is highly regarded. So comprehensive profession-cultivating, socialization and economy-serving should be the direction of the education of foreign languages department, related foreign forensic document translation and professional direction of public foreign language teaching as well are the aims of this reform of education. So the aim of this new education system should be the establishing the system of professional translation, forensic translation, cross-subject education and the cultivation of multi-professionals.

General dynamic model for educational assembling-type robot and its fast simulation algorithm

To realize automatic modeling and dynamic simulation of the educational assembling-type robot with open structure, a general dynamic model for the educational assembling-type robot and a fast simulation algorithm are put forward. First, the educational robot system is abstracted to a multibody system and a general dynamic model of the educational robot is constructed by the Newton-Euler method. Then the dynamic model is simplified by a combination of components with fixed connections according to the structural characteristics of the educational robot. Secondly, in order to obtain a high efficiency simulation algorithm, based on the sparse matrix technique, the augmentation algorithm and the direct projective constraint stabilization algorithm are improved. Finally, a numerical example is given. The results show that the model and the fast algorithm are valid and effective. This study lays a dynamic foundation for realizing the simulation platform of the educational robot.

Narrating the Past in Different Contexts:C-BI Approach to the Present Perfect and Past Simple

Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.

Study of the Mode of Cost-sharing by Indi-viduals for Higher Education in China

In recent years, financial crises of higher education have become universal. The policy of cost-sharing by in- dividuals was tried out in many countries. However, empirical studies have shown that the policy has, to a certain de- gree, negative effects for the poor in accepting higher education costs. This paper points out it is the mismatch between tuition fees and the ability to pay that causes the problem. Using two dimensions of group and time to pay, a mode sys- tem, including seven modes for the individual to share the cost of higher education, was constructed. It is suggested that only three modes of pay-immediately have been carried out in China and they all have same shortcomings. To try new modes and exercise different modes synthetically will be meaningful for solving the questions that exist in the current policy.

Educational Practices in the Model of Music Learning Theory of E. Edwin Gordon： An Observational Research

This paper analyzes the supervision activity, to which educators and teachers enrolled with AIGAM （Gordon Italian Association for the Musical Learning） are subject to every year and intends to verify the application of those principles expressed in the learning model of the MLT （Music Learning Theory） developed by educational psychologist E. Edwin Gordon （1989, 1999, 2000, 2001, 2007） and promoted internationally by various institutions and organizations specifically accredited. It describes the influence of the videotaped supervision on the process, functions of monitoring, and evaluation of educational practices, starting with an empirical model that has guided the interventions in a study of supervision on training aimed at consolidating and developing professional skills in music education in early childhood. This paper sought to understand： the kind of practices, interactions, communications developing during an educational actions, the existence of a consistent relationship between the principles expressed in the MLT and their application, the type and benefits of supervision performed by of video recording on stakeholders in terms of change in professional behavior, and finally whether the active supervision could be comparable with other kinds of approaches.

Learning transfer and its enlightenment on tasked-based language teaching

With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language teaching has become more and more popular. This thesis first analyzes the various factors which affect foreign language learning, then introduces some useful teaching strategies with an aim to help students get an efficient transfer of language knowledge and communicative competence in the context of tasked-based language teaching.

Teaching Maritime English： A Linguistic Approach

The purpose of the paper is to outline the parameters of a LCC （linguistically centered concept） of developing ME （maritime English） teaching materials for non-native learners who are beginning their maritime academic career. The paper introduces initial notions on applying linguistic criteria as the basic ones in the process of creating ME textbooks. Through the historical development and under the influence of extra linguistic factors （globalization of the shipping industry, in particular）, ME has accumulated and stored various resources being in current use： vocabulary, grammar and phonology, operational and semiotic systems, specific means of communication, functional models, patterns of narration and description, etc.. The proper linguistic analysis makes a secure foundation for methodology which can guarantee a better quality of ME course books for the 1st and 2nd year maritime students all over the world.

An Ecological Exploration of the Culture of English as an International Language Among Iranian English Language Teachers in Light of Vygotsky＇s Genotypic Approach

Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.

A Study of Localization of Task-Based Language Teaching in China

In view of a series of challenges since Task-Based Language Teaching(TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

Constructive thinking,rational intelligence and irritable bowel syndrome

AIM： To evaluate rational and experiential intelligence in irritable bowel syndrome （IBS） sufferers. METHODS： We recruited 100 subjects with IBS as per Rome 11 criteria （50 consulters and 50 non-consulters） and 100 healthy controls, matched by age, sex and educational level. Cases and controls completed a clinical questionnaire （including symptom characteristics and medical consultation） and the following tests： rational- intelligence （Wechsler Adult Intelligence Scale, 3rd edition）; experiential-intelligence （Constructive Thinking Inventory）; personality （NEO personality inventory）; psychopathology （MMPI-2）, anxiety （state-trait anxiety inventory） and life events （social readjustment rating scale）. Analysis of variance was used to compare the test results of IBS-sufferers and controls, and a logistic regression model was then constructed and adjusted for age, sex and educational level to evaluate any possible association with IBS. RESULTS： No differences were found between IBS cases and controls in terms of IQ （102.0 ± 10.8 vs 102.8 ± 12.6）, but IBS sufferers scored significantly lower in global constructive thinking （43.7± 9.4 vs 49.6 ± 9.7）. In the logistic regression model, global constructive thinking score was independently linked to suffering from IBS [OR 0.92 （0.87-0.97）], without significant OR for total IQ. CONCLUSION： IBS subjects do not show lower rational intelligence than controls, but lower experiential intelligence is nevertheless associated with IBS.

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

The Task-Based Approach： Noticing and Attention Management Tasks to Enhance Written Production

The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development

Analyzing the Relationships Between Factors Affecting Adolescents＇ Happiness in OECD Countries

The aim of this study is to investigate the causal relationships between key factors relating to education that affect the happiness of adolescents, and to put forward policy suggestions wherewith 20 OECD countries may raise their levels of adolescent happiness. The HBSC score of adolescents from 20 OECD countries was selected as an indicator for happiness, and a number of independent variables such as per capita GDP and per capita educational expenditure were included in the analysis. A structural equation model was employed for the analysis. The research results show that the variables that directly affected happiness were per capita educational expenditure, educational decentralization level, number of students per teacher, and others. Of these, per capita educational expenditure had the greatest influence. Of the paths to adolescent happiness, those that contained a significant indirect effect were ＂per capita GDP → per capita educational expenditure → happiness＂ and ＂educational decentralization → number of students per teacher → happiness＂, which were significant at the level ofp 〈 0.05. Compiling the paths toward adolescent happiness focusing on the significance of these direct and indirect effects shows that the ＂per capita GDP →per capita educational expenditure → happiness＂ path has the greatest effect.

Detection of the Relationship between Imipenem Susceptible and Non-Susceptible Clinical Isolates of Acinetobacter Baumannii by Repetitive Element PCR-Mediated DNA Fingerprinting in an Egyptian Hospital

In this work, the authors aimed to detect the clonal relatedness of the isolated imipenem-susceptible and non-susceptible Acenitobacter baumanii. This study was conducted from September 2008 through August 2009 in Aboelreech-Elmounira paediatric-Cairo University-teaching hospital in Egypt. All the isolated acenitobacter species were identified by standard laboratory procedures. The clonal relationship of the A. baumanii （the most common detected clinical type） was studied by biotyping and AST and then confirmed using rep-PCR with primers aimed at repetitive extragenic palindromic sequences and enterobacterial repetitive intergenic consensus sequences. A total of 100 A. baumanii isolates out of 104 acenitobacter species were recovered from different clinical samples. Sixty two percent of the isolates were resistant to imipenem. The resulting rep-PCR patterns oftheA, baumanii strains revealed 8 clones, 3 clones found in the imipenem resistant group, and 5 clones in imipenem sensitive group with statistically significant clonal distribution in both groups （P-value 0.00）. Clonality was proved in imipenem resistant group with an alarming predominance of clone 1 representing 80.6% of IMP-R isolates. In accordance the prevalence of resistant acenitobacter strains seems to be correlated with inappropriate antibiotic use. These results call for strict compliance of coordinated strategy of infection control measures and judicious use of antimicrobials which is likely to effectively deal with this serious public health issue.

Preservice Teachers＇ Applications of Integrated Design Models for Teaching and Learning of Solids

This study integrated instrumental and relational approaches to the teaching and learning of solids in a preservice teacher＇s class. The researcher guided the preservice teachers to gather various prisms, pyramids, and spheres to study the total surface areas and volumes. At the end of the integrated models, the test scores showed closed relationships in the concurrent instructional strategies of the integrated models. The researcher therefore, recommended the design models for the teaching and learning of solids in mathematics.