郑珍诗论及其影响

郑珍是清代"宋诗运动"的主将,其《巢经巢诗集》被誉为其时创作成就的代表。其诗论与其诗作息息相关。从其诗论看,他既注重走出户外丰富人生阅历养浩然之气,又主张重视才学的积累以学问入诗;既注重学习古人,又主张自具面目;既注重追求新奇,又主张诗贵自然。正是这种二重性,使其诗自成一家,蔚然大成,既促进了"同光体"的演进,又为"诗界革命"的诗人所赞赏。     

卢卡奇物化理论之我见

卢卡奇的物化理论存在于他1923年发表的第一部代表性著作《历史与阶级意识》中,他的物化理论并非凭空产生,而是在继承前人尤其是马克思研究成果的基础上再加上自己的创造性思维得以凝结而成。其内容丰富,见解深刻,无不透视着一个伟大哲学家智慧的光芒。我们研究他的物化理论离不开对其进行马克思主义的科学评价,特别是对其中的理论和现实意义给予适当的凸显,以指导我国的社会主义现代化建设。     

严复教育救国思想再认识

严复是近代中国教育救国论的先驱,独特的求学背景是其教育救国思想形成的基础。其以译书为媒介倡扬教育救国的思想,以“三民”教育为救国之纲领,以学习西学、开展科学教育为救国之良方。其教育救国思想在近代中国教育史上影响至深,对当今教育改革、“科教兴国”仍不失借鉴作用。     

然森的学习型社会理论及其启示

英国伯明翰大学教育学院的斯第沃特.然森(Stewart Ranson)教授,在多年研究的基础上,提出了他的学习型社会理论,其内容包括前提假设、指导原则、主要目的和建设条件等。这一理论的突出特点是:从应对人类社会变化和转型的需要出发,特别重视重建社会道德和政治秩序,倡导双重公民身份和学习型民主,并试图以民主的学习和教育来实现整个社会的价值转换。他的理论对于我国的学习型社会建设具有重要的参考价值。     

Using the Nuthall lens on learning to sharpen perceptions of teacher education practice

In this article I consider what teacher educators might learn about our own teaching practice from Nuthall's work on learning in elementary school classrooms. Using key ideas from Nuthall's theory of student learning applied to data from two prior studies of my own teacher education practice, I illustrate how his work might provide a productive way for teacher educators to analyze and critique the tasks they use to promote the learning of prospective teachers.     

Remembering Peter Medway

Peter Medway was an exceptionally able teacher, researcher and thinker, and his work throws light on governments, inspectors and educators. In the early 1960s, Peter met a theory which ‘established language as a major means of constructing our realities’. Later, after teaching English in secondary schools for two decades, he reflected on why this theory had failed to make English more serious and more central. In his research, he looked into the history of English, its assumptions, practices and motivations. He also wrote about the significance of the students’ experiences, looking carefully (and critically) at what they produced in talk and writing. Persuaded that English needs to be about using language rather than studying it, he helped students find the right words. Starting with their own words, Peter focused on the business of making interventions without compromising students’ own agency. When he returned from Canada to take up a lectureship at King’s College, London, he was dismayed by the state of English in schools. His dissatisfaction with current English teaching led to a fully funded research project as well as a major publication that tells a story of the way teacher-led change transformed English in post-war London, English Teachers in a Postwar Democracy. Here we remember what was special about his contribution, his legacy and why we will miss him.     

A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.     

孙中山社会主义理论刍议

孙中山先生是近代中国最早接触、研究并热情宣传社会主义的人之一。孙中山社会主义理论即民生主义的主要内容是“平均地权”和“节制资本”，旨归是消除资本主义弊端。这一理论是20世纪初中国人追求和探索社会主义思想的高峰，具有深远的历史和现实意义。     

Educating for citizenship: Freeing the mind and elevating the spirit

An earlier version of this paper was delivered as a keynote address at the annual meeting of the Association for General and Liberal Studies, Memphis, TN, October 15, 1993.Patrick T. Terenzini is a professor and senior scientist in the Center for the Study of Higher Education at Penn State University. He is the associate director of the National Center on Postsecondary Teaching, Learning, and Assessment. His Ph.D. is from Syracuse University. His major research interest focuses on how college affects students.     

新形势下如何做好实验中心主任工作

该文结合做实验中心主任工作的经历,阐述了新形势下做一名优秀的实验中心主任应具备的素质和应具有的特点。     

Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men!

In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.

论詹姆斯·卡梅隆电影中的人文意识和女性主义

作为好莱坞中具有的著名导演詹姆斯·卡梅隆的电影中时常显现出人文意识和女性思想,他的电影成为推动社会和谐以及女性主义运动发展的重要力量,詹姆斯的女性主义思想从初现端倪到走向成熟,有着拨乱反正、重塑女性形象的历史意义。他的人文意识也在他对环境和人道主义的关心中走向成熟。     

孙绍振幽默逻辑理论探究

孙绍振幽默理论是一种本质主义的建构.它在前人研究的基础上,打破国内外幽默研究的常规思路,提出"二重错位复合"幽默理论,为中国幽默理论研究开拓了新路,其学术意义不可磨灭.但孙绍振在进行本质主义的理论构建时,未能对幽默产生的心理依据和文化背景进行进一步的学术探讨.     

How teaching influences learning: Implications for educational researchers,teachers, teacher educators and policy makers

This article is a tribute to Graham Nuthall's contribution to classroom research from his early experimental studies through to his recent work on theory integration. It also explains the potential of the methodology, findings and theory building in our collaborative work to make a substantial positive difference for diverse students. The article explains the significance of, and need for, research linking learning to teaching processes (a scientific realist approach to putting ‘process’, socio-cultural context and theory building into a new process–product paradigm). Findings of student outcomes contrary to educational goals (for example, teaching designed to enhance appreciation of cultural differences triggering racist abuse) signal the importance of research that explains the impact of teaching on learner outcomes. The article also foreshadows the implications of the work that Graham and I did for teaching, teacher education, research and educational policy. The article concludes with Graham's view that the most important contribution his work would make, would be to initial teacher education.     

毛泽东诗词的语言艺术

毛泽东曾说过:“要向人民群众学习语言,”“要从外国语言中吸收我们需要的成分,”“还要学习古人语言中有生命的东西。”他的这些主张,除了体现在他的政论文章之中,也体现在他的诗词创作中。他运用现代语,创造新词语,改造旧词语,形成了自己的语言艺术特色。     

钱钟书文艺思想生成的历史语境

钱钟书是中国现当代著名的文艺批评家和理论家,他在中西对话的学术研究过程中形成了自己深宏广博、中西贯通、自成一体的文艺思想。他的文艺思想是思想开放时代的必然产物,反映了把传统与当代文化的创新需求调合起来的历史要求,为中国现代文论的丰富和发展做出了积极贡献。     

王家卫,开往2046

王家卫的电影是香港的一个传奇。他所拍的《花样年华》达到了其导演生涯的最顶峰。然而,开往2046的王家卫却少了几分中国式的古典纯情,多了西方式的情感迷乱与放逐。     

孤守寒窗 乐读东坡——评饶学刚先生的苏东坡研究

饶学刚先生的苏东坡研究,在国内甚至国外都有一定的影响。其研究成果连同个人名字,一齐进入国学网,成为“现代苏学学者”的代表人物之一。他东坡研究特色鲜明：爱求异思维,不吃现成馍;重实地考察,重文献稽征;强调读懂读通原著,多让东坡说话;擅长利用边缘学科知识,形成多维视角。他虽年逾古稀,仍甘心寂寞,安于清贫,孤守寒窗,继续走东坡研究之路,提携后学者,为弘扬东坡文化和保护东坡遗迹而呼号而奉献。     

Understanding teaching or teaching for understanding: Alternative frameworks for science classrooms

We came to this study with a set of beliefs about good science teaching that had been heavily influenced by the constructivist literature of the past decade. In this article we reexamine some of our own assumptions about good teaching by exploring the classroom practices of an experienced physics teacher. This teacher did not fit the mold of the constructivist teacher and, yet, there was much to suggest that he was meeting the needs of the students in his class. His methods were almost entirely whole class—focusing mainly on physics content, examination technique and algorithm practice. Our close observation of this teacher in his Grade 11 classroom over several months suggests an alternative framework for examining his work. We examine this framework through a number of themes: teacher confidence, the structure of the discipline, student motivation, trust, and the cultural context of learning. We argue for a broader view of good science teaching than that proposed by the constructivist literature, one that takes into account teachers' and students' understandings of science in relation to their social and cultural contexts.     

郭沫若翻译思想研究

郭沫若从小受中西文化浸染,一生著述和译著丰富,对中国的翻译事业有特殊的贡献。郭沫若作为翻译家,就翻译者的素质、译者的动机、诗歌翻译、以及翻译创作论等提出了自己独到的见解。他的译著和翻译理论都值得我们借鉴。