高等数学教学中关于学生解题思维的反思

通过在高等数学教学过程中对学生一些解题思维的反思,得到求00型幂指函数在x趋向于x0时的极限,及判别交错级数、正项级数收敛性,求一阶可分离变量微分方程解法新的见解,可促进教学效果的提高.     

湘方言动物性别称谓变迁的社会语言学考察

湘方言动物性别称谓词汇是畜牧业和农业社会生产方式的反映,是不同历史时期积累起来的各种词汇形式的集合。结合方言学和社会学的方法,通过调查不同称谓词语使用百分比来考察该称谓的生命度以及发展变化的趋势,以此探讨新湘方言中新派和老派在动物性别称谓上的差异以及性别称谓词语发展变迁的一般规律和特殊规律。     

彼得·潘写作：作为教育思想的少儿文学

少儿文学对少年儿童的成长产生着诸多的影响,在这个意义上说它涉及到教育,但问题不在于作者是如何看待少儿文学发挥怎样的教育作用的,而是以如此这般形式呈现的少儿文学文本,为我们理解教育提供了怎样的视角。在此,教育不是一个“应该这样必须那样”的问题,而是一个“还可以这样或那样”的问题。本文具体通过对梅子涵少儿文学在写作风格上的特色以及写作风格与写作内容间的背离现象的解读,对成长、成熟、社会化、教育等既有观念提出社会学的反思。     

An Experiment in the Teaching of General Psychology

Abstract

This study involves investigation of the relationships between a number of sociological background variables (including general categories of Social Class, Family Structure, Sibling Structure, and Religion) and school achievement at various periods in the child's academic career. The twelve achievement variables were organized into categories of Intelligence, Objective Achievement, Early Citizenship, High School Achievement, and After School Aspirations. The data was obtained from school files for 663 high-school graduates in a Midwestern city.

Using a regression analysis, significant relationships between sociological variables and achievement were examined. Each relationship was further investigated with the variables of socio-economic status and intelligence held constant in order to eliminate the effects of these two well-known predictive variables.     

A doctoral graduate's return to the elementary classroom: An example of sociological ambivalence

The importance of critical reflection in teaching has been well established in the educational literature. However, the author expands the discussion of critical reflection by using a heuristic inquiry approach to examine his transition from graduate school back to the elementary classroom. Using journal entries as his primary data source, he argues that schools and universities are characterized by three sets of conflicting norms-doing and thinking, acceptance and debate, and dependency and autonomy. He also argues that “practitioner scholars,” those who try to reconcile their roles as both practitioners and scholars, may experience what is often referred to as “sociological ambivalence.”     

何为“社会学理论”与“社会学理论”为何——兼论中国社会学理论研究的现状及反思

"社会学理论"的形成是社会学学科独立的基本标志.作为社会学学科体系重要构成部分的"社会学理论",其不仅区别于日常的经验知识和其他社会科学理论,而且在学科地位、形式、内容、功能、来源、性质上都具有自身的一些特征.无论是何种取向的社会学理论建构,社会学研究都需要一种理论自觉和自我反思的品质,而这种品质在一定程度上是建立在社会学实践的基础上的.中国社会学理论研究在现阶段还面临着许多特殊的困难,这些困难在某种程度上更加要求我们不断增强理论的自觉性和反思性,以弥补中国社会学理论研究与经验研究严重失衡的局面.     

From Keighley to Keele: Personal reflections on a circuitous journey through education,family, feminism and policy sociology

This paper uses the methods of personal reflection and auto/biography to consider the ways in which global social and political transformations have influenced a key generation of feminist sociologists entering the academy and attempting to introduce feminist knowledge and pedagogy into academic curricula. Three critical events on or around 22 November are used to highlight key political moments, the associated development of changing themes in forms of analysis of social transformations, and the part played by feminism and sociology within higher education. They are the assassination of President John Fitzgerald Kennedy in 1963, the Israeli-Arab war in 1973 and the resignation of Margaret Thatcher in 1990. The argument is that there has been a clear relation between changing social and political contexts and methodological understandings, which have drawn on developing feminist perspectives and reflexive sociological analysis, especially as embraced within the sociology of education. In particular, the shift from a political and professional perspective on social change and family life towards one that engages with personal issues is noteworthy. It is one of the hallmarks of both feminist notions associated with reflexivity and developing sociological methodologies and policy sociology. Thus, the personal and the political are now central methodological forms of feminist and sociological analysis within education and, especially, the sociology of education, influencing pedagogy within higher education, especially associated with developments in professional postgraduate education. I weave my personal reflections on my professional developments through an analysis of the key moments related to specific policy regimes and changing forms of understandings within the fields of policy sociology and sociology of education. I conclude with current concerns about the balances between the personal and professional within educational research and policy sociology.     

Putting teacher experience back into curriculum theory: case studies from Japan 1

Teachers have been understood in their functional role and collective agency in sociology. In this article, the author rethinks the structure and agency dimension of teaching in the context of Japanese school education in transition. The new curriculum in Japan puts emphasis on children’s subjective experience of learning. This article explores the mirroring process of teaching in this curriculum transition from role‐oriented to subject‐focused. The author introduces two experiences as teacher reform movements: a teachers’ association and blogs which write about classroom teaching experiences. The findings suggest that there is a cultural transformation occurring within teachers as a group. For analysis, the author draws on the sociological idea of generations. The transformation in teachers’ self‐consciousness is significant because it creates a gap between self and representation not only externally (how educational reform describes teachers) but internally. The author concludes that this internal experience is ignored in the map of curriculum as structure and teaching as agency.     

技术的生态学批判:从理论到实践

当代西方的技术批判理论可以分为两类，一类是社会学的技术批判理论，另一类是生态学的技术批判理论，生态不的技术批判理论肇始于对近代以来人与自然关系的反思，经历了一个从学学院式反思到走向社会政治实践的历程，在当今还在发挥着重要的作用。     

Curriculum Change: the case of special education

Special education has been somewhat neglected in the sociological study of curriculum change, despite the value of sociological perspectives on policy and provision for special educational needs. This article considers the redefinition of special education over the last decade, in both mainstream and special schools, drawing on other sociological analyses of curriculum redefinition and realisation. Particular attention is given to the professional interests involved and the contexts within which change has taken place. The article concludes with a review of the implications of recent legislation for the redefinition of special education. It is suggested that the increasing convergence of policy and curriculum frameworks for both special and mainstream education requires an integrated approach to future research and analysis.     

“彼得·潘写作”视野下儿童的生活与教育——我们如何创作儿童文学,儿童文学如何塑造我们的儿童

儿童文学在不同历史时期都扮演过教育儿童、为儿童树立榜样的角色.另一方面,通过儿童文学这个平台,我们关于儿童的知识被不断地建构.社会化话语是这个建构过程得以合法化的根据.然而,这一话语中所隐含的独断性却否认和遮蔽了儿童是作为一种异文化的存在."彼得·潘写作"视野对成长、成熟、社会化、教育等既有观念的社会学反思,提醒我们应该重新看待儿童的生活与教育.     

Teaching through assessment: reconsidering the transfer problem through a convergence of technology and assessment in early childhood teacher education

This article considers the impact of the ‘transfer problem’ from a personal perspective. Drawing on experiences in teacher educator as preservice teacher, a practicing educator and later a preservice educator the author examines how she has seen and experienced the transfer problem and the potential for teacher education to enact a separation between theory and practice. The convergence of technology and assessment is presented to argue a case for a pedagogical approach used by the author referred to as ‘teaching through assessment’. The approach is theorised drawing on concepts from cultural-historical theory including, leading activity, learning activity and reflection to describe the potential for technology to appropriate a range of forms and functions that make it suitable for reconsidering how the transfer problem might be approached in teacher education classrooms.     

对小学教师有效教学反思的研究

对教师的教学反思研究已经成为国内外教育领域中的一个热点。而大部分的研究不但缺乏对深层的教师教学反思价值的探讨．还对教学反思的理解存在着很大的误区。笔者从哲学、心理学和社会学的视角对教学反思进行了考察,论证教师进行教学反恩的合理性和必要性,并在此基础上对有关问题进行了探讨;还在个案研究和现实考察的基础上．对制约教师反思的因素进行分析,提出切合教师日常生活的有效教学反思策略,并从动态过程角度对“有效教学反思”进行了解析．提出了“有效”的标准、“有效”与“效率”的关系以及促进教师成长的有效反思策略。     

Opening windows on teaching and learning: transformative and emancipatory learning precipitated by experimenting with visual documentation of student learning

Emancipatory learning can occur through critical reflection grounded in theory. This study describes an action research project in which the author engaged in retrospective structured analysis of an incident involving visual documentation of student learning. It was experienced by a struggling novice teacher educator, who at the time of the incident had neither the theoretical nor structured framework from which to process the experience. Using the transformation theory of adult learning as the basis from which to create a reflection model, the action research examined assumptions about filters and meaning schemes through which insights emerged about a changed paradigm, with implications for other teacher educators about reflective practice.     

不确定变量的双重收敛性

从不确定变量的公理化定义和不确定变量的基本极限性质出发,借助一般的极限定理思想,在不确定变量的双重极限理论基础上,进一步研究了不确定变量的双重收敛性。讨论了不确定变量几乎处处收敛,几乎一致收敛与依测度收敛之间的嵌套定理。     

略论宝黛之争吵

《红楼梦》中有多次有关宝玉和黛玉争吵的描写,较为集中地展示了黛玉的性格个性心态,同时又非常真实地再现了生活细节,又从另一个角度揭示了宝黛爱情发展的历程。无疑,这是曹雪芹现实主义创作的大手笔,体现了作家对生活的熟悉和智慧性的思考及其作家创作的人性化维度。     

金耀基的现代化理论及其反思

金耀基是从社会学角度考虑中国文明秩序的建构问题.金耀基的现代化理论的正面意义体现在他深刻论述了现代化的内涵,为中国现代化运动设计了合理的步骤;他采用社会学的理论探讨中国的现代化,避免了议论的空疏;他提出了新传统化的概念,为传统在中国现代化过程中的再生提供了学理依据.金耀基现代化理论的不足之处在于对现代化过于乐观,缺乏对其负面效用的反思;思想层次现代化的论述较为单薄.     

賨文化探究

化賨是丽江纳西族社会特有的非常普及的一种文化现象,本文通过对“賨”及其“化賨”的含义诠释,进而,从社会学的角度分析“賨”文化,探讨“化賨”的社会价值。