心路历程:《后西游记》的根本寓意

《后西游记》是《西游记》的一部续书，是一部具有完整象征意义的寓言小说。通过小说前四章孙司空的后代孙履真寻仙求道过程的本查，可以解读这段故事的象征内涵，印证《后西游记》的主题就是人的心路历程。     

Making More Plausible What is Hard to Believe: Historical Justifications and Illustrations of Newton's Third Law

It has been claimed that conceptual change in students is more likely to occur if the alternative to present conceptions is a plausible one for the students. Many studies have shown that students today do not believe Newton's law of action and reaction and in this paper ways in which its plausibility might be enhanced are explored. In it the various justifications of the law by means of which Newton and those who came after him attempted to make it more plausible for their contemporaries are discussed.     

立足校本视野 追求个人意义——关于“什么样的校本教研才有效”的思考

立足校本视野与追求个人意义是校本教研现状的一种反动。有效校本教研必须以校本视野为立足点,这意味着,教师向同行"打开教室门",并与外部研究者"若即若离"。追求个人意义是校本教研有效的关键,这意味着,教师要研究个人当下的小而具体的实践问题,并通过知识管理发展合理的教师个人实践知识。     

论双重意义话语的语表、语内意义及其关系

双重意义话语是指在言语交际过程中,话语传递的意义与话语表面显示的意义不一致或不完全一致,这种语言形式包含了两重意义,即语表意义和语内意义:语表意义是指在交际过程中话语语言表达式显示的规约意义;语内意义指的是一种语言表达形式在特定语境下表达的与语表意义不同的另外一层意义.语内意义和语表意义之间是套合关系,语内意义不可能是无端生出的新义.     

论西周汉语第一人称代词有无谦敬功能的问题

洪波先生认为上古汉语第一人称代词之间的根本区别在于有谦敬功能的不同。但从西周时代有关的语料来看,至少在西周时代,汉语第一人称代词之间没有谦敬功能的差异。     

What Children Have Lost by the Modernisation of Education: A Comparison of Experiences in Western Europe and Eastern Asia

The discovery of the proper value of childhood during the 18th century in Europe was an important break-through. People began to respect childhood as a sacred world that should not be judged from the standpoint of adults. However, in today' world many children are subjected to all kinds of physical and mental pain, including the so-called examination hell in some Asian countries. Children now live in a paradoxical situation. Theoretically they have obtained the right to enjoy their own world, approved and protected by adults, but in practice they cannot adapt themselves smoothly to the world mainly ruled by the logic of grown-ups. This paper argues that it is time to re-evaluate what has been lost under the slogan of modernisation. The solution is not simply to return to the pre-modern situation but rather to consider what elements from the past could be re-activated to the benefit of children today.     

《西游记》《封神演义》的五“同”五“异”

一、同是神话巨著,但一为礼佛,一为崇道;二、《西游记》《封神演义》“同”是儒、释、道互补之作,但《西游记》的主导思想是“出世”,而《封神演义》的主导思想是“入世”;三、哪吒、杨戬、李靖、木吒,是《西游记》《封神演义》中的“同”有人物,但在书中所起的作用相“异”;四、《封神演义》和《西游记》共“同”移用说话人写景状物的诗、词、赞;但“异”在《封神演义》移用马虎,《西游记》移用贴切;五、《封神演义》《西游记》同是累积型的作品,但《西游记》创造了孙悟空、猪八戒、沙和尚、唐僧、牛魔王、铁扇公主等等众多传世的艺术形象,《封神演义》则除了哪吒、比干的形象塑造得比较成功外,其余人物塑造乏善可陈。     

What Children Have Lost by the Modernisation of Education: A Comparison of Experiences in Western Europe and Eastern Asia

The discovery of the proper value of childhood during the 18th century in Europe was an important break-through. People began to respect childhood as a sacred world that should not be judged from the standpoint of adults. However, in today' world many children are subjected to all kinds of physical and mental pain, including the so-called examination hell in some Asian countries. Children now live in a paradoxical situation. Theoretically they have obtained the right to enjoy their own world, approved and protected by adults, but in practice they cannot adapt themselves smoothly to the world mainly ruled by the logic of grown-ups. This paper argues that it is time to re-evaluate what has been lost under the slogan of modernisation. The solution is not simply to return to the pre-modern situation but rather to consider what elements from the past could be re-activated to the benefit of children today.     

关于《西游记》作者的追寻及其文化现象问题

<西游记>的作者究竟是谁?这是历代学者众说纷纭、莫衷一是的学术话题之一.作者从文化现象的角度进行探讨,认为<西游记>的成书与作者问题,同<三国演义>、<水浒传>有着可相类比的地方,是在西游故事长期流传的基础上,由市民与文人不断加工而成.     

《西游记》中的“食色”叙事形态及其文化意蕴

《西游记》通过食色叙事形态营构小说,即唐僧的被食被色、妖魔鬼怪的恶食恶色、猪八戒的善食善色、孙悟空的反食反色以及沙僧的不食不色,几乎整部《西游记》都是依此敷衍而成。透过人类食色的自然属性这一富于张力性的叙述来审视人性美丑,洞悉社会世相,极具中华民族审美特色和中国小说的特质,它所传达出的极幻极真、妙趣横生的审美效应,为我们提供了一套值得总结和借鉴的叙事经验。而且在怡情悦性的同时,又具有一定的社会认识作用。     

游戏在新疆农牧区幼儿园双语教育活动中的运用

新疆农牧区多是少数民族聚居区,幼儿园双语教育缺乏必要的汉语言环境。幼儿园教学中存在以教材为中心、课堂为中心、教师为中心的弊端。幼儿在汉语学习过程中缺乏主动性和积极性,缺少愉快的情绪体验。游戏作为幼儿生活和成长中的重要组成部分,与双语教学有机结合,对于激发幼儿学习汉语的兴趣,培养汉语的语感和运用汉语口语交际的能力有积极的作用。     

走向善治的地方政府治理能力构成要素分析

随着我国全面建设小康社会和市场经济发展的不断深入,传统的地方政府管理模式越来越不能满足社会对政府公共物品和服务的需求,地方政府的管理模式需要进行变革和创新。提高地方政府的管理素质和管理能力,形成有利于满足社会公共需求的地方政府治理结构,从传统的管理走向现代的善治,更好地为区域社会的全面发展服务,已经成为今天地方政府治理模式变革的发展路径。     

浅析会话含义理论的实际运用及不足

谈话是受一定的条件制约的,人们在谈话中总有一个共同接受的谈话目的,在谈话的各个阶段,也可以有各个阶段的谈话目的,而人们的交谈之所以不至于成为一连串互不连贯的话语,是因为交际双方都必须遵守一些基本原则,从而使交际活动能顺利进行。     

What is Good Technical Communication? A Comparison of the Standards of Writing and Engineering Instructors

This article presents the results of an empirical study comparing writing and engineering instructors' responses to students' technical writing. The study, which identifies a repertoire of 21 categories of response, indicates that the gap between engineering and writing teachers' standards for evaluating technical writing is not as wide as is generally assumed. The differences that do emerge suggest ways that the teachers can learn from each other.     

《西游记》《红楼梦》中"石头"的文化隐喻

《西游记》《红楼梦》中的主人公孙悟空(石猴)、贾宝玉(顽石)都因“石”而生，因情而造，因石性而反叛传统文化，缘石性而得人。文章认为由于有了文化重负，创造力萎缩，自由空间狭小，所以取经路上的孙悟空失去了“大闹天宫”中的孙悟空的生趣、神勇。贾宝玉反叛的也是传统文化，贾宝玉选择了反叛，也就选择了毁灭，但正是这种毁灭才创造出了意味深长的审美悲剧。二者所坚持的为人之本性，即石性，二者寄寓的是深厚的文化积淀与丰富的审美情趣及理想。     

两种文学传统两种叙事视角--以《西游记》和《堂吉诃德》为例

从叙事学角度来看,<西游记>与<堂吉诃德>有很强的可比性.二者均采用"以幻为真"的叙事范型,均以游历为主线来连缀多个故事.二者的差异是<堂吉诃德>运用了多角度转换的叙述方式;<西游记>则带有说书人口叙性特征,叙述方式局限于全知式.二者的差异与中西诗学的思维方式有很大关系.     

澳大利亚个人所得税改革对我国的启示

澳大利亚启征个人所得税（Personal Income Tax）有近百年的历史,并逐步发展成为该国第一大税收来源。最近30年来,澳大利亚通过扩大税基,规范税收优惠制度,适时调整税收起征点、边际税率的方式使个税改革紧跟经济发展的步伐,同时还调整与广大民众生活息息相关的税收抵扣项目,实行低收入应缴税金抵消和个人医疗保险应缴税金等,不但有助于社会资源的合理分配,同时也能起到稳定国家宏观经济的作用。澳大利亚个人所得税的发展历程,对于我国的个人所得税改革具有启示与参考价值。     

What About the Educators? What Provision is Provided for Art and Design Educators in Pursuit of Quality in the Tertiary Sector?–A National Survey

This article describes how a lecturer, interested in getting his students to adopt a deep approach to his subject, stumbled upon student journals as effective learning and assessment tools. The modest literature on the topic is reviewed and eight parameters of the journal method are identified and discussed as a possible framework for others who might want to use journals in their teaching. A conclusion is drawn that the relative unpopularity of the journal method with lecturers results from a general misconception of the nature of higher education.     

“举一隅不以三隅反，则不复也”正诂

历史上对《论语》中的“举一隅不以三隅反,则不复也”存在着严重的误解。皆认为学生如果不能举一反三就“不复重教之”。这种解释源于郑玄,被历代注解家所沿袭。笔者认为：首先。这种解释不符合孔子“有救无类”的教育思想;其次。这种解释不符合孔子“因材施教”的教学方法;第三,这种解释不符合孔子“诲人不倦”的教学态度;第四．从文字训诂的角度看。这种解释是增字解经。笔者认为。“复”字的意义是走回头路,即走旧路。这句话是从教育者的角度出发来说的。当学生不能举一反三时,教师就不能再走老路了,要改换一种新的教学方法;而不是从学生的角度而言的,不是当学生不能举一反三时就不再教他了。这样,上下文的意思就是一致的了,都是站在教师的角度来论述应当如何采用启发的方法来进行教学,我们应当恢复“举一隅不以三隅反,则不复也”的本来面目和积极意义。