论先秦汉语动词作主语、宾语

先秦汉语动词作主语、宾语跟名词作主语、宾语是不同的，先秦汉语动词作主语、宾语有四种不同情形：动词作主语、宾语；动词作主语、宾语后活用为名词；动词作主语、宾语时兼有名词性质；动词跟作主语、宾语的词是不同的单位。因此，先秦汉语动词的活用和兼类就少一些。     

"人而无仪,不死何为"--"而"为假设连词说

连词”而”,表示并列、递进、顺承、转折、目的、因果、让步和条件等多种连接关系,而表示条件,又分必有和或有两种：用法灵活,解说众多。然而”众”说虽多,但也大同小异,独独忽略了假设连词’’而”,或混同为转折连词,或误解为人称代词,既不符合古代汉语史实,也不符合现代汉语现实。大有碍于我们对于古今假设连词”而”的认识和使用,须说个明白。     

试论英语中委婉语及其表达

如何充分掌握利用委婉的表达是个很复杂的问题，启用何种委婉的说法会因人因时因地等不同的环境或条件而有所不同。作为一种修辞手段，委婉语还不仅仅是所谓“捡好听的说”，它与语言学中关于如何判定词义褒贬不无关系。实际上没有一种委婉的说法不打上交际者个人交际能力的烙印。本文重点讲了生活中常见的几种委婉的表达，也是外语教师教学中常常忽略的问题。     

英语揭示语及标识语

英语揭示语是一种独特的文体,它既区别于一般书面语,也是一种独特的常用的应用文体。它短小精悍,言简意赅;立意鲜明,一目了然。     

王阳明论立志与主一

立志是儒学修养的前提和功夫,也以此特质区别于知识性学术,尤受阳明重视,并与其身心一体、以心导之思想相一致。阳明认为立志于为学首先是定向与植根,所谓“植根”就是播种,它是心灵纯化的方向和起点,“致良知”之“致”即立志。立志犹如舟舵、马衔,收拾身心并构成为学动力和恒力;立志又是定心,志定心收气凝。而人生并不怕科举功名,就怕消磨转移理想意志、立志不真切。立志是个体道德生命即良知的最初释放,是道德意志的最初真正展示和逐步坚固化,志立而不移就是从“致良知”到“良知致”。立志贵在专注,专于天理而非朱子的“持敬”,个人在专心主一的过程中,涵养精神,调理气机,使理气通达,上达天道,“精一”既是矢的又是功夫。     

英语评注性状语的语义和语篇功能

评注性状语所表达的信息对于句子本身并不是绝对必要的,而是用来表明说话者／作者的态度、描述性陈述或句子的命题内容。它可以用来修饰整个句子或句子中的分句,从而表达说话者的语气、态度或情感,而不是用来修饰句中的谓语动词、形容词或副词。评注性状语可根据作为说话者视角标记、认知／情感立场、态度标记以及语篇组织功能加以描述。     

Grades and college students' evaluations of their courses and teachers

From a review of existing research, it is concluded that college students' anticipated or actual grades in class are positively related to their evaluation of their courses and teachers. In general, the size of the association is small but not unimportant. A student's overall grade-point average appears to have little or no relationship to teacher or course evaluation, although limited evidence shows that a discrepancy between a student's grade-point average and his or her grade in a class is related to evaluations. Also, teacher- or course-induced interest in the subject is positively associated with evaluation, as are students' perceptions of the amount they have learned in a class and their performance on objective or standardized tests of achievement. Although it is thus possible that either these or other motivational and learning variables may account for the relationship between grades and evaluation, there is no evidence one way or the other that this indeed is the case. In all, currently available evidence cannot be taken as definitely establishing a bias in teacher evaluation due to the grades students receive or expect to receive in their courses, but neither is it presently possible to rule out such bias.This is the first paper of a projected series on teacher and course evaluation.     

“过重课业负担”是概念,还是判断?——针对“过负”概念及其直接目的的探讨

有关"过负"问题的研究,浩瀚无穷,但它是一个概念,还是一个判断,则始终没有提出过。这个缺失,直接制约了减负研究的深入,对减负政策及其实践都带来不利影响。本文认为,"过负"是概念与判断的复合体,但首先应作为一个概念来揭示,因为它应对着一种独立的社会现象和教育现象,它不是能在"课业""学业"或"课程"范畴中,可加以揭示和刻画的现象或问题。"过负"内涵,可以归结为四点:外驱化、高压化、片面化和高耗化。相应地,减负直接目的或目标由此归结为三个:保护或维护好儿童的身心材质这一民族的最根本的天赋资源;保障和落实儿童权利和权益;给儿童或学生留出自我发展或自主发展的必要时空。减负的这三大目的或目标,同时也体现为向"建设现代社会和现代教育"这一最终目标的努力和驱近。     

语词的潜在及其运动

“语词”是“词”的非专科部分的最邻近的上一个层次的概念。语词有潜在的情况，就是文献中见不到反映，却活泼地潜在于通用语或方言的口语中，这不同于承用。语词潜在的运动就是这个语词在口语中有意义或词性或使用范围上的引中或变化，或者展现其构词能力。由于文献反映的缺失，潜在及其运动的过程我们往往难以描写，常常只能见其首尾。认识这个命题对于语词的历史研究和训诂研究都是有意义的，可以解决一些疑难。     

Theoretical and practical aspects of risks and vulnerabilities in infancy

There is substantial agreement about the basic concepts of vulnerability and at-risk conditions in childhood in the context of what constitutes healthy development. Health is characterized by a progression of maturation and development in mental and emotional as well as in the physical spheres. When there is a failure of developmental progress that is more than transient, the expert observer ideally would detect it before the deviation creates its own complications. If the child and parents start off with the child poorly or incompletely equipped, or with the parents unable to respond with competence and affection to a healthy child, the vulnerability of the child or the at-risk environment created or unrelieved by the parents may set up a deviant or impaired development that has its own momentum and pattern. Thus, vulnerability refers to the weaknesses, deficits or defects of the child, whereas risk refers to the interaction of the environment and the child. Vignettes are presented to illustrate alternate patterns of parent-child interaction and how risk and vulnerability must be viewed together as a dynamic interchange between equipment and environment.     

Keeping Secrets: ESP/LSP and the sociology of knowledge

Summary This article examines the notions of ‘specialisation’ or ‘specificity’ as they are used in expressions such as ‘English for special purposes’ (ESP) or languages for specific purposes’ (LSP). It is argued that a given variety of language is not ‘special’ or ‘specific’ in some absolute or objective way, inherent to its formal structures, topics and norms. ‘Specificity’ is, rather, the result of a particular relationship between participant and discourse, between two cultures or worlds of knowledge. For these reasons, it is often not particularly helpful to attempt to describe specific varieties in terms of linguistic features. Instead, we need to situate the problem within a general theory of the sociology of knowledge by asking fundamental questions such as ‘Specialised for who?’ and ‘Who knows what?’, ‘How do they acquire and use their knowledge?’. Such a theory will necessarily be both relative and social: relative to the individual and to the way in which knowledge is socially distributed. But it will also be a theory of discourse, since interactive language‐use is the principal mechanism by which individuals acquire, stock and share all knowledge, ‘specialised’ or otherwise. It is suggested that two factors need to be kept in mind by the didactician interested in LSP. First, is the discourse asymmetric?, i.e. does it assume or contain knowledge which the learner does not have? Secondly, is the discourse non‐collaborative?, i.e. one where no attempt is made to share the knowledge with uninitiated participants.     

The Thesis,the Pendulum and the Battlefield

The debate over the design thesis is often entangled in the dialectics of the practical and the theoretical. Whether the argument is waged and weighted in favour of a practical emphasis or a theoretical emphasis, or more insidious, a judicious balance between the two, what is inevitably assumed in the debate is the possibility of drawing and/or locating a dividing line between the practical and the theoretical. This article explores the inherent contradictions of this dichotomy, that make the traditional definition of thesis – a theorem or a hypothesis regarding the nature of the phenomenon under investigation – a problematic definition for architecture. Inasmuch as architecture is, in each iteration, a cultural construct, it is always and already the formal expression or embodiment of a theory. To avoid the tautology of positing a theorem about a theorem or a hypothesis regarding a hypothesis, the design thesis may be defined, not as a theorem or a hypothesis, but as an analytical posture assumed or a critical stance taken on the theorem that is or should be the phenomenon under investigation. In this case, the question to ask at the outset of a design thesis is not what patent ‘theory’ should the proposed building speak of, but what arcane theory does its type historically hide under the rubrics of ‘function’ or ‘practical’ requirements? It must begin, in other words, by de‐familiarising the familiar.     

Hinting as a Tactic in One-on-One Tutoring

One-on-one tutoring is a particularly effective mode of instruction, and we have studied the behavior of expert tutors in such a setting. A tactic commonly used by our expert tutors is hinting, that is, the prompting of a student to recollect information presumed to be known to him or her, or the prompting of a student to make an inference needed to solve a problem or answer a question, or both. Hints may directly convey information or may point to information the student already possesses. Another tactic prompts the student in a step-by-step manner (in a directed line of reasoning) to an answer. Our tutors generated 315 hints and directed lines of reasoning in 30 hr of tutoring. The surface structure of hints is complex and varied, reflecting, in part, the fact that the utterances making up hints often serve multiple functions. Hinting is triggered by student errors but ceases when it appears that the student is unable to respond appropriately. Hints encourage the student to engage in active cognitive processes that are thought to promote deeper understanding and long-term retention. It is our intention to apply our knowledge of tutorial dialogue generation to the building of an intelligent tutoring system (ITS).     

《诗经·伐檀》主旨的争论及其阐释要义

《诗经·伐檀》是一首脍炙人口的诗歌 ,但对它的主旨的研究却始终难成定论 ,近年来新的说法有情哥说、敬老歌说、激发劝戒说、勤劳致富说、劳动分工说等。争论的焦点在于对诗中“君子”、“不素餐”以及“尔”“彼”人称所指等有不同的理解。这些理解都超越了其内在构架 ,进入了阐释的多元化困限 ,是急于突破传统研究模式的表现 ,但在没有更充足的证据之前 ,旧说不能因其老套而妄加否定。     

设置教学型教授的合理性辩解——基于教学学术的视角

设置教学型教授,能使专注教学的人安于教学,擅长教学的人乐于教学,是突出大学教学中心地位,切实提高大学教学质量的需要。教学型教授并非是反对设置教学型教授的人所认为的只会教学不会科研或者是教学好而科研差的教授,而是教学学术型教授。教学学术观下的大学教学是优秀的学术性教学,是与科研（专业学术）享有同等地位的学术工作,教学研究也是科学研究,教学学术成果与科学研究成果享有同等地位。因此,评聘教学型教授并没有放弃对教师科研业绩的要求。只要教学好且具有丰富的教学学术成果或丰富的专业学术成果或两者兼备者皆可以评聘教授,其中,教学好是共同的基本条件。     

Education, Profession and Culture: Some Conceptual Questions

What is it to regard the occupation of teaching as a profession – as distinct from a trade or vocation? The conventional modern conception of a profession is that of a normative enterprise in which standards of good practice are not just technically or contractually but also morally grounded: indeed, arguably the key difference between trades like plumbing or building and professions like medicine or law is that although the former are doubtless often subject to ethical regulation, ethical principles are actually constitutive of professions. It is also plausible to regard universal professional obligations as grounded in rights indexed to considerations of human need: insofar as humans cannot in general flourish without health, medical practitioners are bound to respond to any medical need without favour or prejudice. This paper argues, however, that powerful and persuasive contemporary critiques of notions of objective or value-neutral development and flourishing raise quite serious theoretical problems (expressed here as antinomies) for any analogous view of teaching as a profession.     

汉语状位预设语气副词的句法分布

现代汉语状语位置上的语气副词,部分具有预设功能,该预设是一种语用预设,表明了命题在语言交际中的适切性。这种预设副词所在的状中结构,单句中通常分布于谓语、补语、宾语中,有时也独自成句,语气副词此时位于句首;复句（句群）中,一般分布在始发（分）句位置上。预设语气副词的分布位置．单句中与其预设功能的强弱有关：随着句位的逐渐后移,语副的预设功能渐弱,语用焦点功能渐强;复句中与主观性的强弱有关：由分布于后续（分）句到始发（分）句,语副的主观性渐强。     

虚概念的“真假”问题

虚概念就是在客观世界中不存在其所指对象的概念，概念（包括实概念和虚概念）是无所谓真假的，真假特性是判断（或命题）所独有的，概念在现实世界中是否存在对应物并不构成真假问题，只构成实虚问题，主或虚概念有真假的主张或违反逻辑或不符合事实。     

Changing our minds,changing our bodies: Power as embodied in research relations

When experienced teachers respond at the moment to situational complexities, it is a complex phenomenon of adaptation. At a surface level these spontaneous actions can be described as immediate responses to cues [from the students, the teachers, or elsewhere in the environment]. An in‐depth examination of spontaneous teaching practice, however, reveals how complex and personal is this phenomenon of adaptation. Examples of spontaneous teaching practice and excerpts from two teachers’ explicated understandings are used to delineate each teacher's uniqueness in personal theory and practice, and to illustrate how these teachers implicitly work to maintain a sense of “rightness” in their teaching. The notion of a signal, as a personal cue acting at the belief level, is developed to explain what it means for a teacher to “just know” when something is or is not working or does or does not feel right.     

Pａ（E；F）空间中的连续映射

从理论上研究 Banach空间上全纯映射的先决条件 ,必须详细讨论从 Banach空间到 Banach空间的向量多项式及其连续性 .设 K为实数域 R或复数域 C,E和 F为同一数域 K上的 Banach空间 .主要讨论了 Pa(E;F)空间中连续映射的某些重要特征 ,并给出了向量多项式连续性的多个充要条件 ,建立了一系列关于 P(E;F)空间中映射的等价条件 ,这对判别一个多项式是否连续是非常实用和重要的