浅论思想政治教育生活化的必要性

思想政治教育的主要内容是马克思主义的基本知识。马克思主义不是空洞的教条,它是源于生活的需要,它的基本内容是和学生的思想实际、社会生活实际紧密联系在一起的。因此,它的理论知识只有回到生活中去才能真正被学生理解和接受;也只有和生活相结合,用于指导学生的生活实际,才能发挥思想政治课的教育价值。     

Practiced Linguistic-Cultural Ideologies and Educational Policies: A Case Study of a “Bilingual Sweden Finnish School”

This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.     

社区教育：教育生活化和生活教育化

现代科学发展致使人的生活世界发生分化和背离的危机,经济全球化又使人的身份获得与认同产生危机。社区教育生活化与社区生活教育化作为社区教育发展的两种路向,本能地形成弥合和克服两种危机的策略和方法,同时也为教育理论的地缘性、开放性和丰富性作出最好的例证。     

Incorporating the notion of recontextualisation in academic literacies research: the case of a South African vocational web design and development course

This article describes a small scale ethnographically oriented research study seeking to contribute to understanding student academic literacy practices in a South African vocational, web design and development course. In this course digital multimodal assessments are the main means whereby students demonstrate their learning. The findings of the study provide insights into the contextualised ways in which student academic literacy practices are shaped by academic and professional contexts where digital and multimodal practices are privileged. The academic literacies perspective used in this study, while useful for exploring the nature of student academic literacy practices, has not paid enough attention to theorising how literacy practices are shaped by broader contextual influences. To address this limitation the paper speculates about how the Bernsteinian concept of knowledge recontextualisation might be used alongside an academic literacies frame. The inclusion of an empirical focus on recontextualisation can provide an opportunity to explore how knowledge construction and transformation processes in the academic and professional domains result in the privileging of particular academic literacy practices.     

走向生活美学:社区成人教育研究的新取向

在社区成人教育发展过程中,出现了"百人怪圈"、"唱唱跳跳"和"圈养"等典型现象。这些典型现象既是社区成人教育发展状态的现实呈现,也反映着人们对社区成人教育的认知状态。改革开放以来,社区成人教育一直处在教育理论和社区建设与发展理论的拉锯之中。社区成人教育的深入发展亟待探索出一种更加综合的理论视角。生活美学视角下的成人同时生活在周围世界、人际世界和自我世界中,社区成人教育与成人的生活质量提升密切相关,并应为此创造多种教育情境。     

五年制幼师生的地理素养教育

国务院《关于当前发展学前教育的若干意见》的颁布,为我国现阶段学前教育提供了更大的发展空间,我国迫切需要尽快地培养出一大批高素质的幼儿教师,来适应社会发展需求。地理素养是幼师学生必备的职业素养之一,为加强五年制幼师生地理素养教育,提高五年制幼师生整体素质,应加强地理知识、地理技能、地理态度、地理人文等方面的素养教育。     

日常生活实践与马克思主义的内在逻辑

“日常生活”是20世纪西方“日常生活批判”理论的核心概念。“日常生活批判”理论以马克思主义哲学的批判精神为指导,以其实践观和异化理论为基础,对日常生活世界的异化问题进行了批判,这体现了日常生活实践与马克思主义的内在逻辑关联,也启示人们马克思主义大众化传播必须回归日常生活实践。     

The palimpsest layers of pre-service teachers’ literacy autobiographies

In this article, we examine three literacy autobiographies written by pre-service teachers. Narratives are seen as not just stories relating a set of facts, but rather a means by which individuals interpret their experience. Literacy autobiographies are a reflective and interpretive account of one’s development as a literate being. Using the tools of narrative analysis, we (a) examine these stories to understand the processes of literacy development through the experiences of learners’ storied lives; (b) seek to understand the impact that teachers’ literacy journeys have on their view of literacy and literacy education; and (c) explore what these literacy autobiographies reveal about the contributions of teacher reflection to pre-service teacher education. Our analysis points to the importance of personal relationships in the development of literacy, providing the context within which literacy practices give meaning to the literacy events active in the narrators’ lives. We also note a persistent view of traditional forms of literacy in contrast to pre-service teachers’ involvement in multiliteracies, and argue that this gap needs to be addressed in order to prepare teachers for the twenty-first century classroom. We also consider how reflection can be a more intentional aspect of pre-service teacher education to enhance pedagogy and learning.     

试论大学生诚信与人文素质教育

构建和谐社会是当代中国的一个时代主题(构建和谐社会是中国经济社会发展的内在要求),人文素质教育是目前我国面临的重大问题,和谐社会需要人文素质,而诚信是构建和谐社会的基础,大学生缺乏诚信将会对社会产生影响。     

本雅明的日常生活诗学及其当代意义

本雅明抛开传统史学所关注的重大历史事件研究,从事微观的＂拱廊计划＂及日常生活研究,显示出本雅明研究视野的独特魅力。他运用＂超现实主义＂和＂蒙太奇＂等手法重现现代城市生活的本原,形成一种理解日常生活的诗学。本雅明在历史的＂废弃物＂和＂垃圾＂中表达一种日常生活理念及其现代性的批判,在传统历史经验贫困的现实生活中表达审美经验的现代性转变,凸显出其理论的诗学价值和意义。本雅明的日常生活诗学为当代研究日常生活理论及城市日常生活审美化提供了理论视野,并引发了人们对当代文艺审美空间的理论研究。     

当代“审美泛化”的全息结构——从“审美日常生活化”到“日常生活审美化”

当代“审美泛化”已成为了“后现代”的美学特质,然而,无论在中国还是西方,这种历史趋势都被直接等同于“日常生活审美化”。实际上,“审美泛化”包涵着双重的逆向运动的过程:一方面是“日常生活审美化”,另一方面则是“审美日常生活化”。前者是就“后现代文化”的基本转向而言的,它直接将“审美的态度”引进现实生活,主要包括“表层审美化”与“深度审美化”两类;后者则主要是就“后现代艺术”的大致取向来说的,它力图去消抹艺术与日常生活的界限,但这种趋势在前现代与现代主义艺术那里就已存在。由此观之,当代“审美泛化”的全息图景,便在历史整体性上被呈现了出来。     

ELIS模型及其研究进展

日常生活信息查询行为（ELIS）是信息用户研究的一个较新的分支,在国外图书情报这一领域已经获得了较丰富的成果,而在国内研究进展缓慢。国外有不少学者已针对各类不同人群的日常生活信息查询行为进行了实证研究,国内仅仅对老年人和城市低保人群进行了实证研究,不仅研究对象比较局限,还存在样本数量少,缺乏对比研究等问题。如何结合我国国情,借鉴国外相关研究的成果与方法,深入开展日常生活信息查询行为的研究,成为我国图书情报领域值得深入思考和研究的问题。