关于"不可言说者"的言说

对于"不可言说者",路德维希·维特根斯坦和加达默尔有完全不同的理解,但他们都似乎没有冲破语言学的樊篱.中国的释、道两家相关论述给了我们有益的启发,现代科学的理论成果也为我们的哲学思考提供了客观根据.我们认为,对于外在世界,语言不可能有完全确切的表述和理解.     

《恰同学少年》:成长叙事模式的新突破

"成长叙事"是当代文艺的重要内容.<恰同学少年>的成长叙事特点是红色偶像、青春成长.这是对传统革命现实主义文学的革命成长模武和90年代以来大众文艺的市场成长模式的突破.它在叙述人物成长过程、表现人物与社会环境的融合共生关系以及人物之间的关系等方面具有自己的独特性.     

Cheating in School: What We Know and What We Can Do

This article discusses how integrating technology into microteaching exercises within teacher education programs can help develop reform-oriented and reflective teacher leaders.     

日本中学音乐教学一瞥

在我国,小学阶段的音乐教学似乎还得到了应有的重视,从课时安排到教学内容均有一定的计划。但到了初中及高中阶段,音乐课几乎成为了一个摆设。据调查,在我国初中和高中时期的音乐课几乎成为了学生的作业课和自习课。其实,这一阶段正是青少年接受知识、提高认知及兴趣形成的最为关键的时期,也是青少年过渡到社会人、决定着社会音乐形态最为关键的一个环节,在我国却成为了接受音乐教育的一个断层。     

张飞是曹操的侄女婿：我们究竟研究了什么？

杂文选刊2006年第3期(上半月版)登载一篇名叫《博士论文》的百字杂文,说在某次“博土论文竞赛”中,获奖的论文题目如下:《吃饭有益论》《论“回”字的第四十四种写法》《秦始皇焚书坑儒所用引火材料新考》《武大郎卖烧饼的吆喝技巧与WTO背景下的营销策略》《左手还是右手——关于曹雪芹用哪只手举杯喝酒的伦理学考察》。这是文学版的对我们一些以学术特长取胜,“把学问做深做透做细”的高水平博士的最新注解。而现实版的学者专家又如何呢?四川社科院研究员、中国《三国演义》学会常务副会长沈伯俊潜心研究20余年终于提出“张飞是曹操侄女…     

Educational Psychology: What Do We Teach, What Should We Teach?

Teacher education students sometimes question the value of educational psychology courses even though educational psychology textbooks are primarily concerned with understanding and improving classroom teaching and learning. A survey of current educational psychology textbooks and instructors reveals that (a) most texts cover a wide variety of topics, (b) instructors rate most of these topics as important, (c) there are large variations in depth of coverage among texts, and (d) all texts contain numerous classroom applications. The questionable reputation of the educational psychology course may stem from its broad coverage. A dozen or more topics in one semester may decrease the probability that most students will achieve a solid grasp of any one topic, leaving students uncertain about the course's meaning and applicability. A proposed solution is to offer the introductory course as a two-semester sequence, with the second course offered as an elective.     

What We Know and Need to Know about Preventing Problem Behavior in Schools

When chronic problem behaviors occur in schools, the tendency is to react with stringent and restrictive consequences. Recently, emphasis has shifted toward proactive prevention strategies. In this article, we focus on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors. We describe why this emphasis is important, what defines one prevention approach called school-wide positive behavior support, what current research results indicate about this approach, and what future research is needed to prevent development and occurrences of problem behavior in schools.     

迎向风雨

你对今日的成就感到不满意吗？今天的丰收源自昨日的播种。你是否梦想拥有一个金色的明天？一分耕耘,一分收获。我们从生活中所得到的,正是先前我们所付出的。     

我们需要什么样的教育机制

教育机制是教育现象各部分之间的相互关系及其运行方式,包括教育的层次机制、形式机制和功能机制三种基本类型。我国当前在层次机制上,要建立一种以中观和微观机制为主,以宏观机制为辅的层次机制的动态结构;在形式机制上,应建立一种以指导——服务式的机制为主,以行政——计划式的机制为辅的服务——监督式的机制;在功能机制上,要建立一种以激励机制和保障机制为主,以制约机制为辅的功能机制的动态结构。     

What We Learned about Using Metaphors in College Teaching: Methods and Meanings

The field of education is rich with metaphors that reveal one's perspective on the nature of teaching and learning—ideas are “covered,” students “absorb” information, teachers offer writing “clinics.” Each of these metaphors indicate nuanced ideas about what schooling is and is for—to be checked off? Taken in unquestioningly? For those who are sick? Two teacher educators in the field of early childhood education share insights from their own experiences in considering novice teachers' metaphors in their preparatory experiences, particularly wondering what these unveil about heretofore unanalyzed beliefs and what instructors can learn so as to form further instruction. Methods are shared and reflection led educators to find important instructional and relationship-building implications for working with novice teachers.     

What We Eat and Drink

People in different parts of the world have very different ideas about what is goodto eat.If you were an Eskimo near the North Pole,you would enjoy the raw meatfrom seals.If you were a nomad in the desert,you would prefer the roasted meat ofsheep and goats.Americans cook the meat of many different animals,but perhaps     

What We Know,What We Still Need to Know: Teaching Adolescents to Write

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.