教师生存状态异化现象透视

当前,很多教师的生存状态是倦怠的、被动的和疏离的.倦怠的生存表现为对工作情感耗竭,对学生冷漠迁怒,对自己消极评价;被动的生存表现为在教学过程中、事务工作中和自我发展中的被动;疏离的生存表现为与教学过程的疏离、与学生的疏离和与生活世界的疏离.透视异化的教师生存状态,对于教师回归生存之本真状态具有重要意义.     

灵魂的“突围”与“复仇”——残雪小说中人物表演的内涵

在残雪的笔下,所有的人物都在世俗世界里进行着非理性的表演,这种表演是灵魂存在的证明。爱恨、美丑、生死,都集中在一个人身上,这时候的人需要发泄,只有通过表演才能够宣泄心中的烦闷,这也是世俗作为灵魂的载体的生存方式。灵魂不能够说话,就只好借助身体来表达,这种不相称的表达被观众看成是一种表演。对外部世界来说,这种运动是一种表演;对于内部世界,就是灵魂的突围与复仇,最后到达纯净的灵魂世界。面对死亡,生存本身就是一种表演,在人生舞台上的这种表演就显得更加韵味无穷。     

Quality, Evolution, and Positional Change of University Students’ Argumentation Patterns About Organic Agriculture During an Argument–Critique–Argument Experience

The purpose of this study was to investigate the quality, evolution, and position of university students’ argumentation about organic agriculture over a 4-week argument–critique–argument e-learning experience embedded in a first year university biology course. The participants (N??=??43) were classified into three groups based on their epistemological views. Data collected from individual arguments, group deliberations, and individual critiques were coded and analyzed to establish the quality and evolution of argumentation. Results indicated significant improvement in the quality of their justifications between the first and second arguments. Post-hoc comparison of epistemological groups indicated that the more constructivist-oriented students had a greater significant evolution of their justifications than the more empiricist-oriented students, but there was no significant main effect for epistemological orientation. Qualitative analysis of the intervening critiques indicated that some students incorporated or used other students’ arguments or counter-arguments to change their position or to enhance the justification of their original position on organic agriculture, while others appeared to be locked into a confirmation-bias stance and search for evidence that supported their original position and disregarded contradictory evidence.     

地缘环境与黔北仡佬族文化

黔北仡佬族所居住的环境,是处于边缘中的边缘,这种边缘的时空中形成了仡佬族民族文化发展的特殊形貌和模式：在于对神的景仰与对生活的关注紧密相连;在与其他民族文化的交往中,特征的丢失与身份的强化并进。     

Life and Literature: Continuities and Discontinuities

This essay calls attention, first, to some of the significant discontinuities between life and literature, living and telling. Perhaps foremost among them is the fact that while living takes place now, in the present moment, telling must await the passage of time. This element of delay, it is argued, underscores the potential importance of narrative: in the context of moral life especially, it can serve a kind of rescue function, allowing for a measure of insight often unavailable in the flux of the moment. These discontinuities between life and literature notwithstanding, it is maintained herein that there also exist deep continuities between life and literature, and that literature can illuminate life precisely because it articulates and binds those features of experience that reach for narrative. By spelling out these continuities, we open the way toward deepening our understanding of the narrative fabric of life itself.     

鲁迅与胡适的文化心态比较

鲁迅与胡适对于中国化精神的理解和国民灵魂的认识上有着惊人的相似，尤其在“五四”革命最开始的阶段，他们的见解恰恰代表了中国近代化史的进化过程中最为典型的两种公化方式，鲁迅从进化论进步 到唯物史观，胡适从实现主义转移为新儒学观，鲁迅孜孜以求的是深刻的化反省意识，而胡适为之奋斗一生的是一种自由人的自由主义的生存状态。     

基础教育数学创新大课程的广延性与整合性

数学来自于生活,又必须回归于生活;数学来自于大众,又必须服务于大众;数学在大众生活中得以完善和发展,并赋予生活与灵性。由此,数学创新大课程应是课内向课外的广延性课程,更是基于“以人的发展为本”的学生认知系统与数学学科系统的整合性课程。     

试论老庄哲学思想对现代生活方式的启示

老庄哲学思想对现代科学生活方式的确立仍有深刻启示意义。“天人合一”思想应是现代生活方式的前提和追求的境界；“知止”思想是现代社会适宜的生活消费观；“清静无为，回归自然”是现代社会科学的生活态度。     

Vitalism and the Darwin Debate

There are currently both scientific and public debates surrounding Darwinism. In the scientific debate, the details of evolution are in dispute, but not the central thesis of Darwin??s theory; in the public debate, Darwinism itself is questioned. I concentrate on the public debate because of its direct impact on education in the United States. Some critics of Darwin advocate the teaching of intelligent design theory along with Darwin??s theory, and others seek to eliminate even the mention of evolution from science classes altogether. Many of these critics base their objections on the claim that non-living matter cannot give rise to living matter. After considering some of the various meanings assigned to ??vitalism?? over the years, I argue that a considerable portion of Darwin deniers support a literal version of vitalism that is not scientifically respectable. Their position seems to be that since life cannot arise naturally, Darwin??s theory accomplishes nothing: If it can only account for life forms changing from one to another (even this is disputed by some) but not how life arose in the first place, what??s the point? I argue that there is every reason to believe that living and non-living matter differ only in degree, not in kind, and that all conversation about Darwinism should start with the assumption that abiogenesis is possible unless or until compelling evidence of its impossibility is presented. That is, I advocate a position that the burden of proof lies with those who claim ??Life only comes from life.?? Until that case is made, little weight should be given to their position.     

Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents,carers, children and young people

The aim of this study was to identify and re‐present the experiences and views of a sample of children who have been ‘missing’ from education, and those of their parents/carers. Access to this hard to reach population has been possible as a result of an innovative interventionist tracking system, responding to pupil mobility, developed by the Education Authority in the fieldwork area. Semistructured interviews were conducted with parents/carers, children and young people with the aim of obtaining a demographic profile of families and eliciting a chronology of factors that participants saw as contributing to a child going missing from school systems. Three distinct life‐course groups emerged from participants' accounts illustrating different degrees of disengagement from external systems. The authors conclude with a discussion of the different challenges each life‐course group presents, for education policy and practice.     

生活方式转型与教育者的职业观念变革——基于社会学视角的一种宏观分析

生活方式是人类由荒蛮不断走向文明的一个历史性演化过程,人的思维与人所使用的工具之间的互动是达至这一演化的决定性力量。生活方式的转型往往隐含或预示着广泛而深刻的社会变迁,对此,教育在培植进步的文化观念、导引社会生活的走向以及提高人们驾驭新生活的能力等方面负有不可推委的责任,这在客观上要求广大教育工作者必须对生活方式转型的涵义、民族的文化情结、受教育者的本体地位以及资本主义的文化性格等方面的问题有着较为清晰的认识,并形成新的职业观念。     

多媒体教学中投影机的选用原则

投影机以大屏幕、高清晰度等特点，成为多媒体教学中重要的显示设备。投影机在教学过程中要达到理想的投影效果，除要正确选择高效能投影机外，还要与投影幕、外接设备形成一个有机的整体，并且在使用过程中严格按照规程操作。详细叙述了投影机原理、选用、操作的知识和方法。     

论走向生活世界的教学目的观

教学活动作为一种与人的生存状态和生活方式密切相关的社会实践活动领域,在本质上是一个不断引导学生从现实生活走向可能生活的动态生成过程。走向生活世界的课堂教学具有以下两个基本目的:一是基础性目的,即教学活动应关注学生的现实生活,不断改善他们的生存状态和生活质量;二是发展性目的,即教学活动应积极建构学生完满的可能生活,不断提升他们的生活意义和生命价值。在教学活动中只有将关注学生的现实生活与建构完满的可能生活有机地统一起来,才能真正实现其唤醒人的生命意识、建构人的精神世界、提升人的生活意义和生命价值的理想目标和价值追求。     

论海德格尔艺术哲学“真我”观的三大特征

海德格尔在深刻洞明人类生存的状态后,发现艺术乃是人类的栖居空间之一。而作为真正作品的产生,同时亦是创作者自我最本己能在之显露。在海氏看来,这一创作者既要摆脱掉近现代个体存在者孤独的病症,又要超越平均的日常生活状态。而先行到死则是创作者自我达到最真实存在的可能与境界。概言之,海德格尔在《存在与时间》中对真我论的三大特征可归为:脱离孤独;超越沉沦;先行到死。     

大学生生存教育的德育价值

大学生生存教育是以培养和训练学生社会生存能力为主要目的的教育。对于大学生来说,生存教育的德育价值占据重要的地位。从生存教育的概念内涵与历史演变可以看出生存教育与德育目标的内在逻辑关系是:生存实践实然性与德育价值目标应然性、个体存在性价值与群体社会性价值、发展性和目标性以及个体梦与中国梦的有机统一。大学生生存教育的德育价值目标实现路径有给予"中国梦"背景下的生存理论与价值引导,加强大学生心理健康教育,加强校园实践教育,加强校外生存训练教育,广泛开展创业就业教育,继续强化生命教育等。     

试论美的丰富性

人们很早就思考“美是什么”这个问题,美学史上也有众多的答案。但现在这依然是美学研究中最重要同时也是最难回答的问题。美的意味非常丰富深刻。美是人的一种生存状态,源于人的本质特性;关引导人们追求理想的生活,体现生命的力量;美是生命快感的升华,给人们全身心的愉悦;美让人们体验人生,感受自我;美是心灵的觉醒,带有神圣的意味。应以高度综合的方法,从各个角度、各个层面去理解有机统一的美的整体,体会无限丰富的人生意蕴。     

养命合欢液的理化分析和营养评价

由于酒的特殊溶剂的作用,所以常用来配制某种保健品．本文对这一酒精性保健饮料的有机和无机活性成分的含量,进行了理化分析,并对其卫生标准和营养成分给予了评价．     

从宗教意识看《简·爱》的文学价值

《简.爱》通过描写贫苦小资产阶级女性的孤独、无助、反抗与斗争,揭示了女主人公与众不同、富于个性的宗教意识的产生、发展与完善。作品以简.爱的人生经历和生存环境为线索,展示了其人性与神性最终相融的宗教意识的发展历程。     

陶渊明入仕及归隐心态探析

陶渊明追求的理想生活是符合人性自然状态的 ,那便是物质的富足与精神的自由闲适。他出仕是为了博取怡养性情、享乐人生的雄厚的物质资本。陶渊明决定彻底归隐时的心态很复杂 ,归隐后的田园生活并不那么美好 ,陶渊明只能以古圣先贤和委化任运来安慰自己了。他的一生是无奈的     

Learner Autonomy and Selected Demographic Characteristics as They Relate to Life Satisfaction Among Older Adults in Malaysia

Malaysia currently has about three million senior citizens. United Nations statistics show that Malaysia is likely to reach aging nation status by the year 2035. It is important to address the issues that may have impact on the needs and concerns of this growing population. This study examined the relationships of life satisfaction, learner autonomy, and selected demographic variables of older adults in the state of Kelantan, Malaysia. A convenience sample of 111 adults, age 50 or older, participated in this survey. Statistical analyses assessed relationships of demographic variables to Learner Autonomy Profile and Life Satisfaction Scores. Findings reveal ethnicity, education level and living area correlate significantly with the learner autonomy scores. Only education level was found to significantly correlate with life satisfaction. Results indicate a significant relationship of learner autonomy scores and life satisfaction scores. Implications for practice and recommendations for further study and public policy emphases are discussed.