闻一多诗作诗论及杂文与人格的方正和圆满

作为学者的闻一多在针对其研究对象进行分析时,总是将其文和其人相结合.其实,作为人们研究对象的闻一多,其诗作、诗论与杂文等,也都是其方正人格的表现.闻一多凡事追求完美和极致,由于其人格建立在高洁的基石上,因此,他之由绅士转变为斗士,就不是政治家的政治表现,而是坚持正义、寻求真理的知识分子行为.所以,其方正人格的"绝唱"又使其诗作诗论乃至杂文的品位得到彰显.闻一多虽然失去了宝贵生命,但正因为他有"道",所以无论其诗作、诗论还是人格,都能获得圆满和永生.     

新时期高校学风问题及其对策研析——以海南大学为例

该文在对海南大学2000名大学生进行问卷调查的基础上,经过分析与综合,取得了对于新时期高校学风问题的客观、科学认知,并针对性地形成若干对策与建议.     

让学生的作文真正"生动靓丽"起来——对中学作文教学的一些反思

当前,中学生的作文普遍存在着选材千篇一律,缺乏新意;主题观念陈旧,千人一面;结构模式化、内容虚假空洞;语言匮乏,用词不规范,表达方式单一,病句错别字连篇笔一系列问题.产生这些问题的原因主要归纳为两点:其一为学生自身的原因;其二为我们语文教育工作者的责任.     

最佳的审题方法:抓主体对象

作文题目 阅读下面的材料,自选角度,自拟标题作文. 一个漆黑的夜晚,一个盲人一手拿着一根竹竿小心翼翼地探路,一手提着一个灯笼.旁人觉得好笑又好奇,问他:“你自己什么也看不见,为什么要提个灯笼赶路?”盲人缓缓地说道:“我要提着灯笼不是为自己照路,而是让别人容易看到我,不会误撞到我.而且,这么多年来,由于我的灯笼为别人带来光亮,为别人引路,人们也常常热情地搀扶我,引我走过一个又一个沟坎,使我免遭许多危险.” 要求:①符合题意,中心明确,情感真挚,语言通顺;②文体不限,除诗歌外,不少于600字;③文中不要出现真实的地名、校名、人名;④不得抄袭试卷中的材料及他人作品.     

"马克思主义理论学科建设研讨会"综述

2007年4月24-25日,马克思主义理论学科建设研讨会在复旦大学召开.此次会议由国务院学位委员会"马克思主义理论一级学科建设和人才培养方案研究"课题组和复旦大学马克思主义研究院联合举办.与会领导、专家和课题组成员有国务院学位办办公室副主任李军,中国人民大学教授张雷声、梁树发、张新,武汉大学教授顾海良、梅荣政、沈壮海、佘双好,复旦大学教授燕爽、顾钰民、高国希、肖巍,西南大学教授罗洪铁,中山大学教授钟明华,西安交通大学教授王宏波,华东师范大学教授宋进,东北师范大学教授张澍军、南京师范大学教授俞良早等.     

广西职业教育考察报告

2007年10月24日至11月1日,我随教育部老干部局赴广西调研组。对广西职业教育进行了考察。先后到了南宁、北海、来宾、柳州、桂林,走访了13所职业院校,和职业院校的校长、教师和学生进行了广泛的交谈。参观了职业院校的实训基地,还先后听取了广西壮族自冶区教育厅和有关市、县政府领导和教育局领导的介绍。     

延安大学及相关院校的历史源流与演进

抗战时期,以陕北公学为基础,合并、衍生出综合性的延安大学和华北联合大学.抗战胜利后,契合新政权需要,这两所大学所衍生的艺术、外语、工业、农学等院校时聚时散、渐合渐分,为中华民族的解放造就了大批骨干,也为新中国诸多高校奠定了基础.     

湖南省城镇居民消费结构因子的模型分析研究

对近几年湖南省城镇居民消费结构进行因子分析,研究城镇居民消费结构随着经济发展所产生的变化.在分析过程中引入了恩格尔系数和消费率两个概念,将其与因子分析相结合,从多个角度对湖南省城镇居民消费结构进行比较研究,并逐一和实际相联系.通过对分析结果的观察,研究消费结构中存在的一些问题,并分析出现这些问题的原因以及会带来的影响.最后为改善消费结构中所存在的问题,提出相关的政策建议.     

科举八股文源流考述——从经文大义到八股文的演变

科举考试文体八股文非由某人或某几个人或某个权威在某一特定的时间里制定.它是在历史的过程中,由众多的人参与不断修补完善的结果,和任何其他事物一样都有一个萌芽、成长、完备和定型的过程.八股文是从经文大义逐渐演变而成的,这一过程大致经历了这样几个阶段:试"大义"的形式,"三经新义"及论体形态,宋元经义文形态,科举八股文形态.     

阳光下的老皮箱

一 早上醒来,阳光正抚摸床脚. 窗外,天瓦蓝蓝的,如水洗过一般清明,几朵白云歇在空中,像白帽子罩在远处的楼顶上.天气晴好的周末是如此超然,恬静. 我伸伸懒腰,呼唤了两声妈妈,无人回应.去卧室找她,只见地上摊开两口老皮箱,妈妈正半蹲在地翻拣整理衣物,我断定她打算去楼顶晒旧衣. 妈妈是个勤俭的女人,趁着季节更迭,天朗气清,她必定会将家里的衣物重新收拾整理一番,再拿出去晒一晒,让旧衣物透透潮气. 昨日小区楼下来了收废旧物品的老婆婆,院子里各家各户的阿婆阿姨拎着大包小包的旧物赶上前去,或送或卖,妈妈却稳坐家中岿然不动,她说家里的东西各有其用,用不着隔三岔五丢一堆.     

Academic inbreeding: exploring its characteristics and rationale in Japanese universities using a qualitative perspective

This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies and time.     

A financial perspective: categories of higher education institutions

From a financial perspective, the criteria for category distinction of higher education institutions should be based on the ownership of institution property and income for recurrent expenditure. The development of modern higher education witnessed the period wherein higher education institutions have both private property and private payment for recurrent expenditure. The development also saw the period wherein all the institution properties were owned by the state and all the recurrent expenditure were paid by the government. Accordingly, universities could be divided into two categories of “public” and “private” institutions until the 1970s. However, things have been changing greatly over the past 20 years. Property ownership and payment for recurrent expenditure have been separated. The public institutions appeal to more and more individuals sharing recurrent expenditure, while private institutions ask for more and more public financial support. Therefore, some financially mixed institutions came into being and “three categories with sub-groups” has become a new phenomenon. __________ Translated from Peking University Education Review, 2004 (2)     

困境与突破:论中国教育学范式

In this paper, the paradigm of China’s pedagogy means a way of thinking followed and adhered to by Chinese educationists from the establishment of New China till now when they consider, study and conceive problems of pedagogy. This way of thinking guides educationists to have particular study directions, unique modes of pedagogy establishment and special framework of problem solving. And furthermore, it forms the study tradition of China’s pedagogy and stipulates the developing orientation of China’s pedagogy. From the establishment of New China till now, we have been edified by the paradigms in the Soviet Union and the Western countries and restricted by “Western paradigm” and “Soviet Paradigm”, without any paradigm of our own. The paradigm crisis in the development of China’ pedagogy has obstructed the healthy development of China’s pedagogy. The establishment of China’s pedagogy should start with establishing the subject-educationists and establishing the object-“paradigm system”. The establishment of China’s pedagogy paradigm will contribute greatly to the origination of China’s pedagogy and its academic schools. __________ Translated from Dongbei Shifan Daxue Xuebao (Zhexue Shehui Kexue Ban) 东北师范大学学 报(哲学社会科学版) (Journal of Northeast Normal University (Philosophy and Social Sciences)), 2007, (3): 5–12     

师范大学转型过程中发展目标定位的解读与思考

在我国师范教育逐渐由封闭走向开放、高校间实力竞争压力日益增大的情形下,师范大学转型已经成为一种必然的选择。选择适合自身实际的发展方向,确定正确的发展目标,应是各师范大学在转型过程中必须正视的问题。通过对我国各师范大学发展目标定位的比较与解读,可以看出各师范大学在学校发展类型及特色选择上具有一些共同的倾向。目标定位对师范大学的发展具有重要意义,因此在确定和落实师范大学转型目标时,应该对"办学特色"、"综合性大学"等目标表述有一个清醒而正确的认识,需要对一些根本性问题进行理性的分析与思考。     

Professional Responsibility – An Issue for Higher Education?

The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism” to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism” of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken seriously by the educational institution in order to foster critical rationality and professional commitments.     

Reasoning patterns inhibiting school effectiveness: The case of the fallacy of bifurcation

School functionaries, including principals, often argue that, given the limited resources available to them, schools are obliged to choose between an academic-instrumental orientation and a social-cultural-expressive one. Trying to attend to these two orientations simultaneously, they conclude, would cause failure in both. It is safer, therefore, to stick to only one of them. In most cases, the academic orientation prevails, in line with the social expectations prevalent in the achievement spirit characteristic of the Western world. The validity of this argument is the focus of analysis in this essay. Conceptual arguments, as well as empirical evidence, are provided to disprove such reasoning, as contaminated by the “fallacy of bifurcation” and as falsely depicting reality. Dealing only with academics obstructs tapping the personal human resources (competencies, capabilities, motivations, etc.) of the entire student population. Numerous students feel “out,” not belonging to the culture of the school; consequently, many dissociate themselves from school goals and norms, and school effectiveness is inhibited. The conclusions of this analysis are important for any school management. They are, however, vital for minority-populated and for multiethnic or multicultural ones.     

On the development of postdoctoral education in China

Having experienced three stages of “preliminary establishment”, “rapid and comprehensive development” and “steady development” for twenty years, China's postdoctoral system is moving towards a new one, the stage of “quality improvement and innovation development.” Remarkable achievements in the system include cultivating talented personnel, promoting the construction and development of disciplines, integrating production, learning and research, as well as scientific research achievements. However, some problems still exist in its managerial system, the science funds subsidized as well as the relationship between the mobile station and the workstation. Based on the above analysis, the author suggests that the postdoctoral system in the new era should be innovative in its systems of management, cultivation, funds collection, subvention and evaluation.     

深刻反省我国教育的"重点制"

Since the 1980s, “key school system” (KSS) in basic education has contributed to teaching quality and the development of some schools. However, at the same time it brings about many serious problems such as failure to attain educational objective, being away from the goal of education equity, arising students’ mental or emotional problems, lack of moral education, vicious competition among schools and so on. It can be said that the present educational problems are tied closely to “KSS”. As a result, this paper attempts to do a deep reflection on it to promote the education reform of China. Translated from Jiaoyu Xuebao 教育学报 (Journal of Education Studies), 2006, 2(2): 36–42     

大众化背景下大学使命的重新审视

More attention should be paid to four issues during the massification of Chinese higher education: (1) how to understand the prime cause of the expansion of higher education; (2) how to reinforce liberal education; (3) how to balance the relationship between equality and excellence; and (4) how to harmonize the relationship between the university, the government and the market. All these are based on the orientation about the ultimate goal of universities. Modern universities must make students and the public understand that their ultimate mission is places where stratagems for profits and opportunities of employment are provided; rather, modern universities should inspire students’ rationalistic potencies, cultivate their ability to look upon the development of individuals, society and history from a long-term and all-around perspective. Translated from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会 科学版) (Journal of Beijing Normal University (Social Sciences Edition)), 2006, (6): 13–20