王韬与中国近代民族主义萌芽的产生

民族主义萌芽的产生是中国社会由传统走向近代的一个重要的思想变化.在近代意义上的民族主义产生之前,中国传统社会的民族观念主要是以华夏文明为中心的华夏中心主义.在鸦片战争之后,中西文明开始出现碰撞,这种碰撞导致了传统的华夏中心主义的衰微和现代民族主义的萌芽.先进的中国人开始认识到中国社会的落后,并探索民族复兴的道路.王韬就是这些中国人中的一个典型.王韬在中西文明冲突的影响之下改变了自己的传统世界观,开始以民族主义的视角来寻求民族富强的途径.文章通过分析王韬的独特经历和思想的转变,以展现其思想从华夏中心主义的衰微走向民族主义萌芽的轨迹.     

太平洋战争爆发后美国对中国国际地位的影响

鸦片战争后中国不可避免地进入国际社会,此后中国在相当长的一段时间里都不能以平等的地位出现在国际社会中.“九·一八”事件后,中国人民开始了艰苦的抗日战争.战争初期,国际社会对中国抗日战争采取漠视态度,中国处于孤立抗日的境地.随着国际形势的不断变化,中国的抗战极大地推动了世界反法西斯战争,以美国为首的国际社会对中国的态度逐渐改变.太平洋战争爆发后,为了战时和战后的需要,美国将提高中国国际地位作为自己的一项亚洲政策,不断地推动中国国际地位的提高.     

从“垄断”到人的自由选择——当代中国教育观念和实践的重要变革之一

一社会经济的商品化是人类历史上不可抗拒的大趋势,任何民族可以有自己独特的政治制度或文化意识形态,但在经济发展中不可避免地要从自然经济走向商品经济,从而改变人类整个生存方式和组织结构。当今的中国,终于摆脱了历史阴影的纠缠,开始加快经济机制的转换和市场体系的发育,开始了大规模地从产品经济向商品经济的转型。变化是巨大的,它深刻地影响着社会的方方面面,当然也影响和推动着教育和教学的改革。     

传承桥梁：民族的平民革命理论——略论中国国民党临时行动委员会指导思想

农工民主党是我国的重要民主党派之一,在中国革命和建设过程中发挥了自己的作用。随着中国社会形势、主要矛盾的变化,农工民主党不断调整自己的纲领、目标,其自身经历了一个变化发展的过程。其前身中国国民党临时行动委员会的指导思想就非常有特色,达到相当高的水平。     

做饭时，孩子总想缠着你？

宝宝出生了!我好激动哦!呀,怎么时间总是不够用？怎么自己的生活发生了翻天覆地的变化？还有,自己开始关心社会的种种问题,医疗、教育甚至公益事业……     

材料的引用要准确——以松、太布市材料为例

正岳麓版高中历史必修Ⅱ《近代中国社会经济结构的变动》第一目《经济结构的变化》有如下表述:鸦片战争前,自给自足的小农经济在中国一直占统治地位。个体农业和家庭手工业相结合,构成社会经济稳固的基础。农民不但生产自己需要的农产品,而且生产自用的大部分手工业品。这种经济结构通常以家庭为单位,其特点是耕织结合。鸦片战争后,在外国商品的冲击下,传统的经济结构发生了变化,小农经济开始解体。据时人(1846年)记载:"松(松江)、太(太     

十九世纪六十年代到九十年代清政府的洋务运动

自鸦片战争以后,中国社会开始了半殖民地半封建的历史时代,而中国社会政治经济发生剧烈的变动,阶级关系开始显著的变化,则是从太平天国革命和第二次鸦片战争以后,即十九世纪六十年代开始的。在这个期间,清政府开始重用汉人地主阶级的代表人物曾国藩、李鸿章等人,洋人也开始进入了朝廷,清政府的机构为了适应第二次鸦片战争以后中外关系的变化,也开始有某些变动,同时又唱出“办外交”“以求中外和好”,“兴工业”以谋“富强”。于是开始了所谓洋务运动。“洋务运动”对中国政治经济起了很大的影响作用。封建统治阶级中有人曾把这个时期说成是“同治中兴”,买办资产阶级称赞它是中国的“工     

“近代中国经济结构的变动”考点导析

自中国沦为半殖民地半封建社会开始,中国社会发生了巨大的变化：近代中国史既是一部屈辱史,同时也是一部抗争史、探索史、彼时,各个阶级的反抗和革命斗争风起云涌,出现了探索救国救民道路的不同思想主张。中国近代这些变化的经济根源是近代中国经济结构的变化。     

双胞胎妈妈的幸福感言

宝宝出生了！我好激动哦!呀,怎么时间总是不够用？自己的生活也发生了翻天覆地的变化。还有,自己开始关心社会的种种问题,医疗、教育甚至公益事业…… 别的妈妈也是这样吗？     

中国近代社会最主要矛盾的变化

关于中国近代社会最主要矛盾的变化,教师有必要向学生阐述清楚。即：“随着中国社会性质的变化,中国社会的主要矛盾,由地主阶级和农民阶级的矛盾,开始转变为外国资本主义和中华民族的矛盾,封建主义和人民大众的矛盾;而外国资本主义和中华民族的矛盾,成为各种社会矛盾中最主要的矛盾。”理由有二,一是能正确解题。     

社会整合的战略意义及其模式创新

当中国社会获得新的强大动力 ,步入到发展的快车道之后 ,社会结构的变化在加快 ,新的社会矛盾日渐增多 ,如何解决社会矛盾 ,优化社会结构 ,这类问题是关系中国社会能否实现稳定、持续发展的最高战略问题。邓小平关于社会整合的理论为我们正确认识和处理这类问题提供了科学的指导思想     

Lifelong Learning and Adult Education: Russia Meets the West

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.     

乡村人情消费:价值、嬗变及其应对

随着农村社会经济的发展,农民的物质生活水平不断提高,农村人情消费也开始发生嬗变,其意义似乎也从"神圣"向"世俗"跌落。笔者从社会学的视角出发,在调查走访与相关文献资料借鉴的基础上,分析了人情消费的内涵价值及其嬗变,探讨了乡村人情消费回归本来意义的出路。     

Adult Education and Lifelong Learning: New developments in Russia

The article examines the impact of social change, transformation and globalization on adult education and lifelong learning in post-communist Russia. It begins with a brief economic and historical background to adult education, followed by an analysis of policy and curriculum changes. Current issues and trends in adult education are also discussed and a new post-hegemonic paradigm is proposed.     

Seeking conceptual clarity in the action modalities

This article begins with the presumption that action learning has not made as deep an impact in promoting participatory social change as its supporters may have hoped for, but nor has its cousin action modalities, such as action research and action science. These action strategies have evolved separately along distinct traditions and, rather than focus on their commonalities, their proponents have tended to cite their differences from one another. As a result, they have seldom stood together to advocate for their shared epistemology based on practice as the fundamental unit of analysis. Accordingly, after briefly summarizing the history and differences among these action modalities, this article will focus on their potential confederation. It cites ten unifying elements that may construct an agenda characterized by the value of learners collectively reflecting on planned engagements that can not only expand but can create knowledge while at the same time serving to improve practice.     

社会分层对新时期文学场的重塑

改革开放30年来,中国的社会阶层结构发生了深刻的变化,现代化的社会阶层结构已经成型并日益深化。而社会阶层的变化对文学场产生了巨大的影响,作家社会地位非中心化,由意识形态的建构者转化为普通的写作者;非职业写作者大量涌现,源自新中间阶层的作家群体开始冲击原有的体制内创作群体;官场文学、白领文学成为热点,乡土文学失去曾经的主导位置,同时也失去了民间视角;文学的阶层区隔功能和交流功能得到强化,审美功能下降,与此相关,文学创作上重内容而轻形式。     

Changing our minds: a commentary on ‘Conceptual change: a discussion of theoretical, methodological and practical challenges for science education’

This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.

Promoting the development of a supportive learning environment through action research from the ‘middle out’

This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and staff at the institution. The paper begins by identifying common themes which point towards principles and strategies for educational change though a brief review of three concepts that are central to the initiative: ‘action research’, the ‘learning environment’ and ‘change management’. The account of the SLEI focuses on some of the processes of change management that were deployed and the subsequent discussion draws on the theoretical review to reflect critically on possible lessons for the promotion and management of localised change in higher education.     

简谈希腊神话传说中女性社会角色的转换

古希腊神话向我们描绘了广阔的古希腊社会生活画面,其中众多性情各异的女性形象展示了人类早期历史发展过程中,女性的社会角色是如何从主宰创造的女神转换为男性的配角的。其轨迹大致是从至上女神——男神家属的女神（妻子、女儿）——男性英雄的财产,社会历史从女性拥有话语权的母系社会发展到了男性掌控话语权的父系时代,女性的社会角色也就从操控一切变为一切都被操控了。     

Using Visual Methods in Careers Education and Guidance

This article describes how visual methods, particularly photography, can be used in the context of careers education and guidance. It begins by acknowledging that this context is undergoing rapid change given the policy agendas of lifelong learning and social inclusion. However, although these policy agendas continue to emphasize the importance of self-knowledge in managing career development, this represents an area of continuing difficulty in terms of curriculum design and delivery. In recognizing this dilemma the article suggests that visual methods can provide careers educators, guidance practitioners, and their clients with the means to engage 'self' in the processes of career learning and planning.