简述英语新词分布的语义场

随着科学技术和社会的迅速发展,英语世界中又衍生出许许多多新的词汇。这些英语新词构成形式不同,来源各异,分布在不同的语义场中。     

乡村产业与空间的适应性营建策略研究——以遂昌县上下坪村为例

在当前转型期,大量乡村空间形态由传统型向现代型过渡,新旧风貌的不协调使乡村陷入产业发展与空间保护的对立困境。因此文章聚焦转型期乡村产业与空间的关系,通过回溯村落旅游产业与空间关系从相互依存到不可持续趋势的观念转变,获取产业与空间的关系认知及借鉴启发,结合村落自身适应性及规划设计干预的必要性,提出生态、经济、机制、文化维度的可持续乡村目标框架,建构“适应性更新”理念,梳理产业与空间的关系。并以典型过渡型乡村遂昌上下坪村为例,提出产业联动、季节性景观、主客共享节点等针对过程、时节、主体的精准适应性空间营建策略。     

北京世园会世界园艺展示区公共景观的实践与思考

对2019年北京世界园艺博览会世界园艺展示区的公共区景观设计背景、公共景观设计逻辑、主题线索的选择及重点设计内容进行了阐述。通过该项目实践,探索国际级专业园林艺术博览会公共区景观设计中,将人的行为事件作为场地设计推动力,将人的主观性与自然的存在性有效融合的方法与途径。结合项目设计重点区域,着重谈论了"种子的故事""蝶恋花"和"老树记忆"3条设计线索的演绎,阐释与表达人与自然的和谐共生关系。希望该项目能传递设计者对于自然、对于生命的尊重与情感的表达,创造出与自然山水和谐共生的现代景观。     

Effects of type of multimedia strategy on learning of Chinese characters for non-native novices

The purpose of this study was to examine the effects of multimedia strategies for instructional techniques and practice on non-native novices' Chinese character learning performance and cognitive load. Two types of multimedia instructional presentations – radical-highlighted and stroke-pronunciation – and two types of practice – visual cue and voice cue – were implemented. Participants were 81 non-native novices randomly assigned to one of the four experimental groups, namely radical-highlighted visual-cue, radical-highlighted voice-cue, stroke-pronunciation visual-cue and stroke-pronunciation voice-cue. An Internet-based e-learning course on the basis of Chinese characters was implemented and delivered as experimental instruction using a Moodle platform. The results show that, for non-native novices, the stroke-pronunciation (SP) strategy of showing strokes with pronunciations is better than the radical-highlighted (RH) strategy, enabling the novices to achieve better performance in identifying Chinese radicals. The significant two-way interactions suggest that (1) the SP presentation should be delivered with the voice-cue (VoC) practice to elicit better performance in writing and in identifying characters and strokes, and (2) the RH presentation should be delivered with visual-cue (ViC) practice to elicit better performance in character writing. Furthermore, participants showed similar levels of perceived cognitive load toward the stroke-based task and the radical-based task. However, when the SP presentation was delivered with the VoC practice, participants revealed lower perceived cognitive load toward the writing task.     

A problem solving oriented intelligent tutoring system to improve students' acquisition of basic computer skills

Personalization and intelligent tutor are two key factors in the research on learning environment. Intelligent tutoring system (ITS), which can imitate the human teachers' actions to implement one-to-one personalized teaching to some extent, is an effective tool for training the ability of problem solving. This research firstly discusses the concepts and methods of designing problem solving oriented ITS, and then develops the current iTutor based on the extended model of ITS. At last, the research adopts a quasi-experimental design to investigate the effectiveness of iTutor in skills acquisition. The results indicate that students in iTutor group experience better learning effectiveness than those in the control group. iTutor is found to be effective in improving the learning effectiveness of students with low-level prior knowledge.     

Homeowner investor subjects as providers of family care and assistance

Abstract

This article asks: What becomes of the idealized asset-accumulating investor subject rallied in asset-based welfare policy and discourse in the context of mounting social risks facing families? It brings into dialogue two disconnected literatures: one on financialized subjectivities, drawing on post-structuralist and Foucauldian analysis, the other on welfare states drawing more heavily on comparative political economy. Drawing on homeowner interviews in Melbourne (Australia), it identifies how parent homeowners’ devise housing strategies to manage their children’s housing welfare risks. Their housing investment and landlordism strategies align with financialized subjectivities, but other strategies subvert or reject these subject positions. Its first contribution is to specify how an Australian refamilization of welfare responsibilities, including for housing, is unfolding as processes of financialization erode the efficacy of growing state social spending. Its second contribution is to challenge the individual subject of asset-based welfare (ABW) and introduce intergenerational assistance as an under-explored contingency for ABW projects, and further driver for welfare inequalities between and within generations.     

The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking

Geospatial technologies offer access to geospatial information via digital representations, such as digital maps, and tools for interaction with those representations. The question is whether geography lessons with geospatial technologies really contribute to the development of students' geospatial thinking, in particular geospatial relational thinking, as is suggested in the literature about geospatial technologies in secondary education. This paper reports about the outcomes of a quasi-experimental research project, in which a geography lesson series with geospatial technologies was compared with a conventional geography lesson series that had the same content. Although the lesson series covered only three lessons, the data showed that the lesson series with geospatial technologies contributed significantly more to the development of students' geospatial relational thinking than the conventional lesson series. The effect size was ‘medium large’.     

Promoting reading comprehension with the use of technology

The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students' reading comprehension. Two studies were conducted during the 2010–2011 and the 2011–2012 school years, targeting 26 teachers from elementary schools (grades 1–2), and their students (N = 517) from six English school boards in Quebec, Canada. Analyses of covariance showed that students using both tools performed significantly better (p < .001) compared to controls in reading and written expression as measured by standardized tests.     

A cognitive component analysis approach for developing game-based spatial learning tools

Spatial ability has been recognized as one of the most important factors affecting the mathematical performance of students. Previous studies on spatial learning have mainly focused on developing strategies to shorten the problem-solving time of learners for very specific learning tasks. Such an approach usually has limited effects on improving the mathematical performance of students. In this study, a cognitive analysis approach is proposed for developing spatial learning tools by taking game characteristics into consideration. Moreover, the validation of the cognitive components of the spatial sense test for constructing two different kinds of intervention is verified, and the effects of the interventions are compared. To evaluate the performance of the proposed approach, an experiment was conducted on the mathematics course of an elementary school. The experimental results show that the spatial learning tool promotes not only the learning achievement, but also the spatial sense of the students.     

How the ICT development level and usage influence student achievement in reading,mathematics, and science

The main purpose of this study is to investigate how national ICT development level and individual ICT usage will influence achievements in reading, mathematics, and science for 4th and 8th grade school students. Large-scale international databases, including TIMSS 2011, PIRLS 2011, and PISA 2012, were employed in the current study. Hierarchical linear models (HLM) were applied to examine both country- and individual-level variables. According to the findings of this study, the national ICT development level is a significant positive predictor for individual academic performance in all three subjects for both 4th grade and 8th grade students, while the national economic development level was controlled for. Such finding indicates a similar trend of the ICT influences for both groups, although there exists a difference in terms of the extent of the relationships. In addition, individual-level ICT use is a significant predictor, even if students' gender and socioeconomic status are controlled for; however, its influence is mixed across different student groups and subjects depending on the ICT usage type.