Teacher emotion has become an important issue in English language teaching as it is a crucial construct in understanding teachers' responses to institutional policies. The study explored teachers' emotion labor and its impact on teachers' pedagogical decision-making in English for Specific Purposes teaching in a university of Traditional Chinese Medicine in China. Drawing on a poststructural perspective, the study examined data from two rounds of semi-structured interviews, policy documents and teaching artifacts. The analysis of data revealed that the major emotion (...) labor facing the participants revolved around students' disengagement in class. Teachers experienced mixed feelings of anticipation, disappointment, anger, and empathy toward students and distanced themselves from institutional feeling rules enforcing objective assessment of students' performance and punishing students for lack of engagement in class. The study found that teacher emotion labor served as the site for their pedagogical modifications. ESP teachers' beliefs in the importance of attending to students' needs become a powerful discourse in supporting teachers to strategically subvert institutional feeling rules and critically reflect on the dysfunctions of curriculum, orienting teachers' agentic actions in modifying pedagogical practices. We thus underscore this empowering discourse as the bridge to connect teachers' policy negotiation and their actual classroom practices. We also highlight teachers' pedagogical decision-making as a process of the interactions of teacher emotion, teachers' reflexive practices, and power relations. The study ended by suggesting more longitudinal research where teachers' beliefs as previously appropriated discourses could be examined comprehensively as they were both the construct of emotion labor and the potential subverting power in supporting teachers' pedagogical decision-making in policy negotiation. (shrink)

Visual programming language is a crucial part of learning programming. On this basis, it is essential to use visual programming to lower the learning threshold for students to learn about artificial intelligence to meet current demands in higher education. Therefore, a 3-h AI course with an RGB-to-HSL learning task was implemented; the results of which were used to analyze university students from two different disciplines. Valid data were collected for 65 students in the Science -student group and 39 students in (...) the Humanities -student group. Independent sample t-tests were conducted to analyze the difference between cognitive styles and computational thinking. No significant differences in either cognitive style or computational thinking ability were found after the AI course, indicating that taking visual AI courses lowers the learning threshold for students and makes it possible for them to take more difficult AI courses, which in turn effectively helping them acquire AI knowledge, which is crucial for cultivating talent in the field of AI. (shrink)

以严复的中西文化观为核心,将中国与西欧这两大思想文化体系,在历史的纵向发展与时代的横向座标这一大背景下,作宏观与微观的对比分析。.

本书共分佛学、宋明理学、清初朴学、专题探讨、附录五部分。主要内容包括: 自汉魏至宋初的儒佛道三教关系和道学的形成 ; 试说大乘佛教的兴起 ; 论张载思想 ; 程朱理学批判 ; 论王夫之思想 ; 论王廷相思想 ; 关于我国封建社会土地所有制的一些意见等.

Ben shu chan shu de nei rong shi zhi shi zhong ya fang wen hua de shen tou yu jiao liu.

This study explores the impact of teachers? perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy (...) had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment. (shrink)

Ben shu yi Wang Yangming di zi Zou Dongkuo wei yan jiu dui xiang, zhuo zhong tan tao qi si xiang jie gou he nei han, bing jiang dui qi ge ti zhe xue si xiang de yan jiu na ru dao zheng ge Yangming xue fen hua, yan bian de li shi jin cheng zhong lai que ding qi ge ti de si xiang shi ding wei, jie yi kao cha qi ge ti de si xiang te (...) se he zheng ge Yangming xue zai zhong wan Ming de fa zhan te dian. (shrink)

该书分“修辞理论探索”、“双关新论”、“修辞文化论”、“语体风格论”、“修辞学史研究”、“争鸣与质疑”等七部分,收入相关论文34篇。.

本书收录了“论美育在素质教育中的综合中介作用”,“大众文化与审美教育”,“艺术与人的可持续性发展”,“全球教育中的审美多样性与人类创造力”等论文39篇。.

本书从中医角度,对中国文化中一系列原理性的图画进行了征引申说,使读者从宏观上把握中医思维。内容涉及:无极、太极、阴阳、三才、四象、五行、六合、七政、八卦等。.

本书包括科学人文主义产生的背景,科学与人文分裂对立的根源,科学人文主义的逆向途径,科学与人文融合的现实途径等内容。.

本书包括:中西文化之“会通和合”;写在《中国审美意识的探讨》出版之际;学者的使命;“诗言志”小注等内容。.