开启教育行动研究中的反思性对话：问题、原因与策略——校外协同研究者的视角

反思性对话之于行动研究及其研究者具有重要价值与意义。文章以不同形式展现了行动研究中反思性对话的境况,从校外协同研究者的视角分析了阻碍反思性对话深入进行的问题及其原因和性质。提出开启和深化反思性对话的策略：开展各种小活动、示范、对话技能的引导与训练以及邀请相关权力部门与利益群体参与对话。     

教育对话与对话教育辨

教育对话与对话教育存有相通之处,但二者之哲学异趣也决定了教育对话与对话教育的分殊。对话教育不是教育对话的子属范畴,对话教育不能代替教育对话。对二者认识上的模糊,必然影响教育目标的实现。厘清二者之间的关系,对于进一步研究教育对话论,具有极大的理论和现实意义。     

倾听·理解·对话——建立新型师生关系三部曲

一、新型师生关系之一:倾听作为教师,你曾侧过耳朵,倾听过学生的“声音”吗?也许你在课堂上,在教学过程中是一个出色的“讲解者”,但你可能是一个失败的“倾听者”。在你那些温顺的“听众”(学生)中,蕴含着他们无数的“声音”,而且这“声音”等待着你的“倾听”。学生不仅有权利说出自己的“声音”,也有期待被“倾听”的渴望。然而我们过去的教育却造就了一批“失聪”的教师,他们对学生的“声音”充耳不闻,从而失去了与学生共同发展的良好时机;而学生也只能是一批“失语”的听众而已。教育的过程在一定程度上来说是教师与学生相互倾听的过程…     

巴赫金对话理论之“微型对话”和“大型对话”

巴赫金是俄国最伟大的理论家和学者之一。他在对陀思妥耶夫斯基的作品分析中,将自己的对话理论分为微型对话和大型对话,并对其哲学根源和人文精神进行了分析,将此对话理论与传统语言学的对话理论进行了比较。巴赫金的对话理论为文艺学和文学批评提供了重要的理论依据和操作技巧。     

中西“对话”思想之对话

阐述了中西方文化传统中源远流长的“对话”思想,认为无论是以问“道”为旨归、以“和”为核心原则的中国式对话,还是以“理念”为归依、强调差异和平等的苏格拉底式对话,都显示出了一种“思在合一”的智性的求索精神。这种“对话”建立在人类共通性的理论预设及超越二元对立论的开放式思维基础之上,体现出了提倡平等、和谐共处的人学精神及尊重差别、包容互通的研究意识。     

探讨大学英语互动教学模式及其应用

本以理论为依据,通过具体的例子,探讨了大学英语互动教学模式,即以学生为中心,以培养学生的交际能力为目标的教学模式。     

Initiating population education in Baltimore

At a 3-day workshop in population education for 50 secondary school teachers, 4 members of the Baltimore City Public School system were appointed with 4 members of Planned Parenthood Association of Maryland to deal with the inherent difficulties of bringing population awareness to city children, many of whom in Baltimore are both poor and black. This group believed that it was essential that racial sensitivities, both black and white, be explored in a realistic and humane manner. After considerable soul-searching, it was decided that the approach would be to talk about the city of Baltimore and then demonstrate that Baltimore and its problems represented a microcosm of the world. A pilot institute for 30 selected Baltimore City public school teachers was held in June 1971. The participants of this institute felt that population education should be included in the public school curriculum, and materials to implement this were requested. On the basis of this experiment, the Rockefeller Foundation gave Planned Parenthood Association of Maryland a grant to continue its work with the Baltimore City school system. Nine 3-day Urban Life Population Education Institutes for 30 teachers each were held during school hours in the 1973-1974 school year. All teachers in the system could apply to attend. During the summer of 1973 nine creative and imaginative classroom teachers who had attended an institute were selected to develop curriculum materials. They adopted 6 basic concepts covering the overall view down to the individual level. With the aid of another grant from the Rockefeller Foundation, the materials developed will be piloted in the Baltimore schools during the 1973-1974 session. 10 more institutes for 300 members of the school system will be held during the 1973-1974 school year.     

儿童钢琴启蒙教学初探

在幼儿早期教育事业的发展中,音乐教育的作用已越来越得到人们的重视。作为钢琴启蒙教师,在教学实践中应把儿童学琴初期的兴趣问题作为整个学习过程中的奠基石,在教学过程中要结合儿童的心理特征,运用灵活多样的教学方法,激发学生学习兴趣,培养学生良好的学习态度与毅力。通过教师、家长及学生这三个重要环节的协调配合,使学生掌握科学的练琴方法,引导他们走上通往音乐的艺术之路。     

对话美国海军陆战队员出身的大学生

问：那么你认为,战争带给你的影响是积极的还是消极的？或二者皆具？答：二者皆答：二者皆具.我感到我在为我的祖国服务,但同时战争的影响也是消极的,因为你在战争中看见了任何人都不应当看见的那些东西。     

Techne and Technical Communication: Toward a Dialogue

The classical Greek discourse on techne has much to offer technical communication teachers concerned about the relationship between theory and practice, but this potential has not yet been realized. Plato's and Aristotle's discussions about the relationship between techne and rhetoric, for example, encompass questions about the rhetorical goals of the speakedwriter and about the role of theory in teaching rhetorical art that are of continuing relevance to the modern discourse on technical communication. The aim of this article is to identify several points upon which a fruitful dialogue between ancient and modern discourses can begin. First, I supply some background on how the term techne was used up through the fourth century BCE. Then I discuss how the modern discourse on technical communication (including material from popular textbooks) both converges with and departs from Plato's and Aristotle's statements on the relationship between techne and rhetoric. Finally, I point out areas for further discussion as teachers of technical communication continue to reflect upon and refine their pedagogies.     

对话，一个建构现代教学的命题

随着后现代主义“对话”的引入,建构一种民主、平等、沟通、互动、交流的现代教学关系已成为教学改革的主要命题。本文围绕传统教学中对话缺失表现出的知识传授的单向灌输、师生交往中沟通的缺乏、教学中的简单问答。提出了用对话建构现代教学的共生关系,使教学从单向走向双向理解、教与学相互依存、师生相互尊重、相互沟通,形成现代教学中多个雏度的对话沟通。     

对话美国海军陆战队员出身的大学生

2008年6月中旬,美国威斯康星大学史帝文分校的学生团应邀来华访问,并与中国人民大学的师生进行了学术交流,本刊记者王雪利用此次机会采访了代表团成员之一的钱斯·惠特比（Chance G.Whtby）.     

对话与独白--试解读《陀思妥耶夫斯基诗学问题》

提倡对话,并非意味着对独白的一味摒弃.相反,则是要在对独白这一既定模式的超越中寻求新的话语增长点,也就是最终要在对独白的超越中走向一种崭新的、豁然开朗之境界.     

对话与发展

冷战结束后的今日世界之政治,对话成了解决当事双方矛盾与冲突的基本条件和前提。因为当事双方都已经意识到,要想谋求自身发展,惟有与对立方抑或关系方实行高层对话,方能消除误解、合作谋事、共同发展。21世纪的国际政治环境如此,国际教育也是如此。这是一种世界潮流,势不可挡。     

跨境与对话

随着改革开放步伐的加快,我们从一个闭关自的国度慢慢开始走向开放.30年来凡属跨境的事项,无论是经济,贸易还是外交,政治,我们始终坚持对话的原则.     

技术创新中的创业资本支持

技术创新和创业资本是高科技产业化必不可少的两个条件。创业资本推动了技术创新、技术创新又发展了创业资本,技术创新与创业资本存在相融性。创业资本的支持表现在创业资本的营运与技术创新机制的适应性,创业资本的退出机制与技术创新的持续性相结合。我国发展创业资本市场需要培养资本、技术、人才三个要素,目前围绕三个要素进行体制、政策、机制方面的改革和建设。     

谵语与对话--巴赫金对话诗学窥隐

巴赫金的对话理论来源于陀思妥耶夫基小说的复调性、对话性，不过却否认与疯癫之间的联系，显然是不符合文本事实的。因为第一，巴赫金恰恰是在陀氏的而非其他作家的作品中发现了“对话”的，而疯癫却正是陀氏小说明显的特征；第二，实际上，巴氏所举的“对话”例子，从形式上看并不是“对话”而是某种“拷问”，从内容上看，更象精神分裂病患者的谵语。据此，可以说明“对话”与“疯癫”之间的联系并由此角度审视“对话”的价值。     

Fielding and Initiating Questions in Class

In 2009 Rupke and Blank noted that the Chinese students in their study sang American songs that the researchers had never heard. This perceived dissonance could have a multitude of causes, but the authors of this article turned their attention to the curriculum used for teaching English in China to further understand the popularity and persistence of some American songs in China. Drawing on literature from teaching the discipline and language of English through the use of popular music, the literature on teaching English in China, and Stuart Hall's seminal “Encoding and Decoding,” the authors examined both popular American music and American music utilized in the Chinese curriculum through the lens of cultural studies and their unique experiences teaching English. Data were varied, but all songs examined fell into Hall's “negotiated code,” offering potential and limits for “communicative exchanges” between cultures. Recommendations offered include paying more careful attention to the selection process for curricular materials.