“共产主义讲话”参考材料

空想的社会主义 不依据社会发展和阶级斗争的实际生活的客观规律性而拟出的改造社会计划。空想的社会主义者只想凭藉人类“善良的动机”,“美妙的幻想”和“奔放的热情”等来行动。十九世纪著名的空想社会主义者有圣西门,付立叶和     

澄清对依法治国的种种误解

澄清对依法治国的种种误解张运江泽民同志在党的十五大报告中指出：“依法治国,就是广大人民群众在党的领导下,依照宪法和法律规定,通过各种途径和形式管理国家事务,管理经济文化事业,管理社会事务,保证国家各项工作都依法进行,逐步实现社会主义民主的制度化、法律...     

社会主义—共产主义教育参考材料 谈谈社会主义和共产主义的劳动

中共中央关于在农村建立人民公社问题的决议中指出:“共产主义在我国的实现,已经不是什么遥远将来的事情了。”这对全国人民是一个极大的鼓舞。但是必须看到共产主义社会决不会自己来到的,它是要用我们的双手去辛勤劳动才能实现。无论是现在建设社会主义或者将来建设共产主义,都必须以发展生     

关于性早熟的种种误解

近年来,有关婴幼儿或儿童性早熟的报道屡见不鲜,经常会有媒体质疑这是由食物引起。孩子父母的哭诉、医生的诊断证明,配上婴幼儿隆起的乳房和吃剩的食品或食品包装,似乎形成了不容置疑的证据链。食品到底会不会导致性早熟？性早熟到底是什么原因导致的？那就从新闻报道入手,逐个分析。     

对“三维目标”的种种误解

1．把“三维目标”误解为三个目标。不少教师在备课时把“三维目标”并列起来。这样,“三维目标”就变成了三个目标．导致一节课分成三大环节,先解决知识与技能,再解决过程与方法,最后留出一点时间来解决情感态度与价值观。这是对“三维目标”最大的误解。首先,三维目标不是三个目标,而是一个教学目标的三个方面,它们的统一不是一一对应关系,不是一种知识与技能对应一种方法与过程、对应一种情感态度与价值观。     

评对公孙龙“白马非马”的种种误解

“白马非马”原是战国时宋国之稷下辩士儿说最先提出的一个命题,可惜其学说没有直接保存下来。后来公孙龙力倡“白马非马”之说,并且著有《白马论》一文,第一次从逻辑上深刻地揭示了“名”的内涵和外延,论及了“名”在逻辑上的种属差别。公孙龙自己宣称,这是他思想中最有代表性的一个命题。但是长期以来,“白马非马”一直被某些人判定     

Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’

The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators.     

材料作文‘八要’

如何在短时间内写出令人满意的材料作文来?分析一下获高分的作文试卷,不难发现其都具备这样的特点,即下述的“八要”。     

材料作文“‘连接’与‘间隔’”升格指导

<正>文题阅读下面的文字,根据要求作文。不少人认为,当今社会正式开启了“人与人连接”“资源与资源连接”的新社交模式,“连接互通”已成为协作共赢的绝佳之道。然而我们同时发现,生活中也有很多人为设置的“隔离带”,如酒店包房的间隔、野生动物园自驾专道与猛兽区的间隔、旅游景点对游客入园时间的间隔等。     

材料作文“‘入世’与‘出世’”写作指导

<正>文题阅读下面的文字,根据要求作文。“老骥伏枥,志在千里”是曹操积极进取的人生态度,“开荒南野际,守拙归园田”是陶潜超然物外的淡泊情怀。两种选择打造出迥异的人生。朱光潜先生曾说：“以出世的态度做人,以入世的态度做事。”自古以来,中国仁人志士的价值选择和人生追求总绕不开“入世”与“出世”的话题。以上材料对我们颇具启示意义。请结合材料写一篇文章,体现你的感悟与思考。     

材料作文“‘连接’与‘间隔’”升格示例

<正>【原创题目】阅读下面的材料,根据要求写作。不少人认为,当今社会正式开启了“人与人连接”“资源与资源连接”的新社交模式,“连接互通”已成为协作共赢的绝佳之道。然而我们同时发现,生活中也有很多人为设置的“隔离带”,如酒店包房的间隔、野生动物园自驾专道与猛兽区的间隔、旅游景点对游客入园时间的间隔等。     

Being ‘nice’ or being ‘normal’: girls resisting discourses of ‘coolness’

In this paper we consider discourses of friendship and belonging mobilised by girls who are not part of the dominant ‘cool’ group in one English primary school. We explore how, by investing in alternative and, at times, resistant, discourses of ‘being nice’ and ‘being normal’ these ‘non-cool’ girls were able to avoid some of the struggles for dominance and related bullying and exclusion found by us and other researchers to be a feature of ‘cool girls’ groupings. We argue that there are multiple dynamics in girls' lives in which being ‘cool’ is only sometimes a dominant concern. There are some children for whom explicitly positioning themselves outside of the ‘cool’ group is both resistant and protective, providing a counter-discourse to the dominance of ‘coolness’. In this paper, which is based on observational and interview data in one school in the south of England, we focus on two main groupings of intermediate and lower status girls, as well as on one ‘wannabe’ ‘cool girl’. While belonging to a lower status group can bring disadvantages for the girls we studied, there were also benefits.     

彭海燕:校园‘百灵鸟’

彭海燕：校园‘百灵鸟’文／戴名龙她，舞步轻盈，歌喉圆润，人称“百灵鸟”。她，凭着对教育事业的眷誊深情，使一所音乐教学原来很不起眼的山城小学，荣膺“湖南省忧秀艺术学校”称号。她，就是张家界市舞蹈协会会员、慈利县金慈实验小学教师彭海燕。１９９１年６月，毕...     

材料作文“‘识别度’与‘存在感’”升格指导

<正>文题阅读下面的文字,根据要求作文。春天,万物复苏,冰雪消融的黑土地上,首先钻出地面的一抹新绿,最易吸引人的眼球;待到百草丛生,乱花渐欲迷人眼的晚春或盛夏,最先报春的那一抹绿,已然汇入绿色的海洋湮没无闻了。如果它想再被看见,除非开出与众不同的鲜艳花朵,或者干脆枯萎变黄。总之,它要增加“识别度”——或者卓然不群,或者另类怪异。当然,它也可以选择不被看见,只是做好自己,哪怕没有“存在感”。     

“‘蒲服’即‘匍匐’”是对的

马中礼同志认为《战国策》中“坐行蒲服”的“蒲服”即“匍匐”不一定准确,他以为“蒲服”应理解为“穿着用蒲草编织的衣服”,并说,“匍匐”直接写作“蒲服”的例子还从未见过。(《“蒲服”并非“匍匐”》见《语文知识》1994年第3期第39页)     

材料作文“‘永不干涉’与‘间接干预’”导写

<正>文题阅读下面的文字,根据要求作文。在自然纪录片行业中有一条“永不干涉”原则,即尊重大自然环境下发生的一切事情,工作人员不得对自然环境下的物种活动进行干预。然而某摄制组在南极拍摄帝企鹅时,有约50只帝企鹅被困冰坑,历时两天没法走出困境,出现很多伤亡,濒临“全军覆没”。摄制组经过深思熟虑,用铲子在冰坑周围斜坡上挖成楼梯状,让帝企鹅成功走出冰坑。摄制组的“间接干预”,赢得了观众的支持和赞美。当然也有一些反对的声音。     

材料作文“‘为富’与‘为仁’”写作指导

<正>文题阅读下面的文字,根据要求作文。《孟子·滕文公上》中,阳虎曰：“为富不仁矣,为仁不富矣。”意思是说要发财致富便不能仁爱,要仁爱便不能发财致富。这在一定程度上反映出先秦时代的一部分人对两者之间关系的一种思考。当前国际国内形势多变,我国发展环境的复杂性、严峻性、不确定性上升。在百年未有之大变局与世界历史进程相互交织的大背景下,     

Boys’ educational ‘underachievement’ in the Caribbean: interpreting the ‘problem’

Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. In this paper, we explore contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalisation (or privileging) of boys. We turn then to explore the relationship between material realities and gendered subjectivities. Overall, we argue that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context.     

From ‘ritual’ to ‘mindfulness’: policy and pedagogic positioning

Schools and professionals respond to statute in different ways. However, professional activity is more than mediated response to policy. Versions of pedagogy are not simply envisaged on high and enacted in the workplace. This paper examines how professional views formulate policy imperatives. It proposes that to understand pedagogy requires an understanding of the ways in which professional selves are realised in relation to the policy formation process. To do this, positioning theory is used to describe how practice produces policy. Accordingly, the paper examines the dynamic interplay between: first, the story lines unfolding within and outside school; second, the positions adopted by individuals in the course of pedagogic decision-making. Third, the illocutionary (that achieved in saying something) and perlocutionary (that achieved by saying something) effects of language. Following this ‘positioning triad’, the paper proposes ‘pedagogy as ritual’ and ‘pedagogy as mindfulness’ and how these are representative, respectively, of limiting and delimiting pedagogic discourses.