“有目的学习”在大学英语教学中的实践

在英语教学中应用有目的学习,能激发学生的内在学习动机,它与语言文化相结合可以提高学生的语用 能力,增强学习效果。     

Systemic crisis,weltschmerz and tourism: meaning without incense during vacations

The present global economic crisis is revealing manifold fissures in the economic/social/value/sense-making system and that inevitably has an effect on people’s psyche, on their beliefs and desires, even on their perception of needs. Many effects of the present situation are symptoms of a broader type of crisis. The economic crisis may have acted as a catalyst for increasing (social, political, and spiritual) awareness, and it could be paradoxically a landmark and a far-reaching impetus to renewal and awakening of humanity, to build a sounder and more sustainable (social, educational, political, and economic) system. At this crossroad, the reappearance in the last decade of the term weltschmerz is not coincidental. Whereas the extent to which the current economic crisis has produced a personal or integral crisis remains to be measured, it is clear that concepts such as meaning or transcendence – to combat meaninglessness and weltschmerz – have become central in the discussion on qualitative implications in tourism. The paper suggests a meaningful learning framework to identify required elements for a particular, desired outcome (coping with the second domain of existential pain/ weltschmerz), whose empirical relevance and practical developments are examined in this piece of research on tourism experience.     

Concept Mapping in a Financial Accounting Theory Course

ABSTRACT

This paper assesses the usefulness of concept mapping (an educational learning, assessment, and curriculum development technique developed by Novak, widely used in the natural sciences) within an accounting education context. It shows how an accounting-based concept map can be constructed by students and educators to provide a visual, conceptually transparent graphical representation of an individual's understanding of a particular knowledge domain. The method is firmly routed in Ausubel's theory of meaningful learning and its emphasis upon the hierarchical structure of concepts is particularly relevant to accounting. While concept mapping has been used extensively in many (particularly science) disciplines, it has received relatively little attention within accounting education. The paper's contribution is to extend its application within an accounting education context by focusing upon how concept mapping can enhance students' learning by evaluating student-prepared concept maps, showing how concept mapping can be used at different levels within a course (i.e. curriculum, topic and activity) and reporting feedback of its use with two cohorts of students, within a financial accounting theory component. The use of educator-prepared concept maps, with concepts omitted, proved popular as tutorial quiz exercises and increased the quantity and quality of participation. However, students were less willing to construct their own concept maps and engage in meaningful learning. While most students were able to build upon aspects of their prior knowledge, stronger students used a greater range of concepts, a richer set of linkages and more examples than weaker students did. Concept maps were useful in diagnosing students' and instructors' misconceptions. Many students found concept mapping relatively easy to use, provided a better understanding of complex issues, liked the visual representation and holistic view, and so supported their learning. However, educators need to become proficient in constructing maps and using appropriate software, not make the maps too complex, provide students with some initial training in the technique and consider the fit between using the techniques as a learning tool and as an assessment tool. While no significant differences were found in the usefulness of the method for students of different ages and gender, Asian students generally found the method to be more useful than did UK students.