建构性数学思维方式的具体表现形式

认知建构论要求教师要注意培养学生的建构性数学思维方式,数学的史学形态是建构性思维方式的渊源.建构性思维方式的具体表现形式包括:求真性思维方式、模式化思维方式、审美性思维方式、对极性思维方式、拓广式思维方式、同构性思维方式、整体性思维方式和变异性思维方式.

原子化学环境思维的教学初探

在有机物分子中,不同碳原子的化学环境是不同的。结合案例介绍了应用原子化学环境思维的方法,分析有机物分子中某个特定原子的周围原子和原子团,进而有利于深入理解有机物分子的真实立体结构以及化学性质,有效建立其宏微关系。实践表明,这种动态的微观思维方法有助于有机化学教学。

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

The study aimed to reveal the effectiveness of the integration between some constructive learning strategies in teaching a unit of the English language course to collect translation skills, using grammar, and the acquisition of critical thinking skills for intermediate third grade students in Mecca. Also, it aimed to acknowledge the statistical differences between the modified averages for the study sample groups degrees in the dimensional collecting of grammar and translation skills at the knowledge of the grammar level and using it, and at the macro level for collecting translation and grammar skills after adjusting the old collecting, as well as the knowledge of the statistical differences between the modified averages for the study sample groups in the total telemetric for the critical thinking skills after adjusting the old collecting. To achieve the study objectives, the researcher used the semi-experimental method that had several experimental groups （four groups）, and applied it to a sample of intermediate third-grade students in the city of Makkah （99 students） in teaching the unit of the English language course, which is （Healthy Eating） in the second semester in 2011/2012. After using the appropriate statistical methods, the study came to a result that there are no statistically significant differences in the old implementation for the test of skills of academic achievement of grammar, translation, and critical thinking skills, and that there are statistically significant differences in the new implementation due to the four strategies. According to the results of the study, the researcher recommended a number of recommendations including： the necessity to focus on the constructive theory in teaching English language skills, the importance of expanding the use of the suggested integrative oriented and its development in the field of English language teaching, to hold an intensive training courses for teachers of the English language to train them on using the suggested integrative strategy, the emphasis on the importance of the curriculum activities which focus on the integration between the constructive learning strategies, the importance of expanding of scientific research in the field of integrative strategies, and the development of synthesis methods that combine two strategies or more.

《贝奥武甫》的时间观念和偏离叙事

在《贝奥武甫》批评史上,作品中的偏离叙事一直是争论的焦点。强调《贝奥武甫》艺术完整性的学者从各个角度来论证偏离叙事和主体叙事之间的关联性,认为这两者之间存在内容上的映射和对照。而强调其历史价值的学者则把偏离叙事解释为作品的艺术缺陷,认为这是口头文学的局限性。面对这样一个争论不休的问题,认知语言学家提出的形式和思维同构性的观点为这一问题的解决提供了另一种思路。从这个角度出发,问题的关键在于盎格鲁-撒克逊人的思维模式何以能够承载这一艺术形式。格鲁-撒克逊人把时间分为过去和非过去的二分观念拉近了过去和现在的距离,造成过去和现在的并置,这是《贝奥武甫》听众理解和接受该作品的思维基础。《贝奥武甫》中的偏离叙事并非一种艺术缺陷,而是符合盎格鲁-撒克逊时期听众思维模式的一种叙事策略。