哲学诗话（二）

1．一个人与其说其是其父母亲的儿子, 不如说其是一种文化的儿子。 与其说其是一种文化的儿子, 不如说其是一种理念的儿子。 人人都是哲学的儿子。     

招领诚信

一日,吾乘船欲往河彼岸,至河中,忽见一包袱浮于水面。拾之,一纸附其表,日：诚信。问艄公,方知其乃一书生所弃。吾问其详,艄公答日：“前日,一书生乘此船渡河,遇狂风,船欲倾,吾见其所持包袱甚多,劝其弃一方得转危为安。其包袱有四：美貌、金钱、荣誉、诚信。书生保美貌、金钱、荣誉而弃诚信。     

“和”之三论

在中华文化中,“和”既是一种哲学,一种理念,也是一种人生态度,一种生活方式。只有从其源头上探明其深层哲理,从其关系层次上揭示其本质蕴涵,从其文明建设上分析其内在结构,才能遵循由抽象到具体的逻辑线路,从理论和实践的结合上把握“和”的义理,实现天地人和的胜境。     

二十世纪上半期文学史上民族主义理论的语境还原和语义分析

本文着重于对二十世纪上半期文学史上的民族主义理论做一纵向的考察,力求避免单一的政治判断而将其纳入到其所产生的特有的社会文化语境中,特别是在其与世界主义的文化取向的对立、对话关系中来分析其语义指向,一方面指出其产生的现实依据,一方面揭示其文化特性和偏失。本文倾向于将其与世界主义的关系视作是一种对立但又是互补性的关系。中国新文学并非象西方学者所言是一种单纯的“民族寓言”,它也有其占主导性的世界主义的文化取向,同时它也在努力寻找自身民族文化的根基。虽然由于民族救亡的急务,本时期的民族主义突出表现为一种政治民族主义。     

论公司法人格否认对一人公司的规制

2006年《公司法》新修改确立了一人公司的法律地位,但对一人公司的探讨不应只停留在其合法性上,而更应该着重分析其特有的法律性质。由于一人公司最大的弊端在于其法人格特别容易被公司股东滥用,因此对一人公司立法保护的侧重点并不在于是否承认其合法性,而在于对一人公司的法律规制。当一人公司的法人格被股东滥用时,对其人格的一味认可并不符合《公司法》赋予其人格的真实目的,此时否认一人公司法人格就显得十分必要。本文旨在研究实践中如何利用法人格否认制度对一人公司进行规制。     

厚积薄发 后出转精——《田园诗派宗师—陶渊明探新》述评

陶渊明是中国诗歌史上一颗熠熠明星。陈怡良《陶渊明探新》一著或析其生平之疑,窥其审美情趣;或探其思想境界,评其文学成就;无不是在另辟蹊径,独抒己见,显示出作者推进陶渊明研究的高度责任感和使命感,必将在陶学发展史上占有其应有的一席地位。     

最给力的是宽容

一位哲人说过：天空包容每一片云彩,不论其美丑,故广阔无垠;高山包容每一块岩石,不论其大小,故雄伟壮观;大海包容每一朵浪花,不论其清浊,故浩瀚无比。对于教师来说,我们也要用宽容的心态对待每一位学生,尊重他们的独立人格,不仅欣赏其优点和长处,     

确保书面表达时态不出错的三大技巧

一、确定基本时态一般说来,一篇文章由于其中心是固定的,而内容则是围绕中心展开的相关情况或信息,所以一篇特定的文章其时态通常也是特定的。虽然不能说一篇文章只能固定用一种或两种时态,但可以肯定的是,任何一篇文章肯定有一个＂基本时态＂——文章大部分内容所采用的时态。比如叙述过去发生的故事时,其基本时态应用一般过去时态;谈自己的理想时,其基本时态应是一般将来时态;对过去已做过的事进行总结时,其基本时态应是一般过去时态和现在完成时态;写日记或周记等,其基本时态通常应是一般过去时态;发通知（口头通知或书面通知）时,     

明清小说中妒妇群像类型探析

明清小说中妒妇成群,多重其妒、悍的行为、言语的描写,少于刻画其心理活动。将其分类研究更能有利于揭示其作为和男性平等的社会性别之性格类型和心理状态。按照其日常生活中的行为描写,可将其分为两类:一为泼辣强悍凌辱型;一为勾心斗角狠毒型。透视出嫉妒这一先天性情感对人类性格、心理所造成的巨大影响。     

小学语文课堂导入浅谈

一部优美的乐章常由一段动听的序曲开始;一出引人入胜的戏剧也常因一段精彩的序幕而拉开;一节好的语文课同样离不开精心设计的导入环节。一位教育家曾经说过:"课的第一锤一定要敲在学生的心灵上,激发他们思维的火花,或像磁石一样把学生牢牢地吸引住。"可见,课堂的导入环节就犹如这第一锤。学生刚接触课文,能不能激发其兴趣、吸引其注意、激活其思维、拨动其情感之弦,让其快速进入状态,从而认真学习,这是十分关键的。导入新课作为教学过程的一个重要环节,它在很大     

Effect of instruction using students' prior knowledge and conceptual change strategies on science learning

One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions.     

Drawings as Representations of Children's Conceptions

Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi‐structured method while they were drawing the Earth. Audio‐recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings.     

Discerning Pedagogical Quality in Preschool

A well‐developed and researched conceptual framework exists for identifying undergraduate students' conceptions of learning. In addition, research has been reported on teachers' conceptions of teaching as they relate to their conceptions of learning. The research reported in this paper takes the existing framework into a new area, postgraduate supervisors' conceptions of “research”. It is hypothesized that the development of a conceptual framework that identifies postgraduate students' conceptions of “research”, and how these articulate with the conceptions of research held by their research supervisors, will enable support mechanisms to be developed and used to assist students early in their candidature. In addition, supervisory practice will benefit from being aware of, and sensitive to, the variety and potential effect of these conceptions. While it is recognized that there are strong cultural influences on conceptions of research, this project has focused initially on the conceptions of research generally adopted by Western academic institutions. However, the students involved in the study were not necessarily of a Western educational background. This paper outlines the results of research undertaken to date in identifying supervisors' conceptions. In addition, it discusses supervisors' views on: the purpose of research and what characterizes “good” research and good researchers. Various strategies reported by supervisors to assist their students to develop more comprehensive and sophisticated conceptions of research are also discussed.     

Conceptions of teaching held by academic teachers

This study examines conceptions of teaching held by academic teachers in the fields of science and social science, in two universities: a distance university in the UK and a traditional one in Australia. A five level classification of conceptions of teaching is proposed. A process of arriving at this scheme is discussed and a formalised coding system is presented which helps to delimit, with greater confidence, the boundaries of each conception, and helps to order conceptions, to compare conceptions proposed by other researchers, and to place individuals within conceptions. The same coding system is then used to define the concepts of student-centered and teacher-centered approaches to teaching. There is a strong suggestion that teaching conceptions are context-dependent.     

Teacher awareness of student alternate conceptions about rotational motion and gravity

Twenty high school physics teachers were interviewed to determine their awareness of student alternate conceptions in the areas of force and gravity. The teachers were also asked to indicate preferred teaching strategies dealing with alternate conceptions. Teacher predictions of student responses were compared to alternate conceptions held by 315 grade-nine students and published findings from other research studies. Edmonton students were found to possess nearly every alternate conception identified in previous research, in similar proportions. A few previously undocumented alternate conceptions were also identified. At times, students were observed to arrive at the currently acceptable conclusion by using alternate conceptions. The high school physics teachers, as a group, identified nearly all the alternate conceptions used by the students. However, individual teachers were generally aware of only a few alternate conceptions, with fully one third of them possessing alternate conceptions themselves in one or more of the tasks. The teachers were also unable to predict with any accuracy the different types of student responses or the proportion of students choosing each alternative. The teaching strategies outlined by the teachers would be considered only partially effective according to current research findings.     

Investigating the Relationship Between Students' Multiple Conceptions of Action and Reaction in Cases of Static Equilibrium

Previous research has shown that students often have multiple conceptions within any particular topic area in science, and these conceptions are usually strongly linked to specific problem situations or contexts. The aim of the present study was to investigate the nature of any possible relationship between these conceptions. A stratified sample of 53 grade 10 students was obtained, and individual interviews were used to identify their conceptions about action and reaction forces in simple instances of static equilibrium. The majority of students had a mixture of scientifically acceptable conceptions and alternative conceptions. Their explanations indicated that they were using an 'if … then' type of reasoning which linked the two conceptions.     

Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas)

ABSTRACT

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.     

Learning in formal and informal contexts: conceptions and strategies of Aboriginal and Torres Strait Islander university students

Research suggests that students' approaches to learning and hence learning outcomes are closely related to their conceptions of learning. This paper describes an investigation into conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from three Australian universities in Queensland; categories of informal learning, reasons for studying and strategies used to learn were also investigated. The attrition rate for these students in tertiary education is higher than that of any other group of students. The main aim of this study was to determine their conceptions of learning in order to provide information that might facilitate instruction more suited to their needs in order to address the high attrition rate. Results showed that these students view and approach university learning in much the same way as other university students. It was also apparent that, for the most part, the strategies these students used did not match the conceptions of learning they held. An interesting result was the difference between the conceptions of formal learning and perceptions of informal learning.