解读自闭症的"心理理论缺损假设":认知模块观的视角

关于心理理论(Theory of Mind,ToM)习得机制的论争,特别是模块论与一般学习理论之间的论争,是近年来认知发展机制研究领域最为炙手可热的论题之一.而其中关于自闭症患者ToM发展异常的研究,已然成为这一论争的一个重要场所.本文试图基于来自自闭症儿童ToM发展研究的相关证据,论述模块论假设在解释这些事实上的效能及来自反对阵营的质疑,并尝试探悉该理论路线的发展方向.     

试论课堂外语学习中的信任度——对克拉申的“情感过滤假设”的新认识

斯蒂芬·克拉申的“情感过滤假设”对二语学习者和教师是有重要的指导意义的，但克氏对情感过滤网形成因素的解释并非全面。信任度也是一种情感因素，并直接影响过滤网的厚度，应被视为除动机、自信、焦虑外的第四种重要因素。     

The Mind-Body Revisited

Western civilization has a philosophical tradition based upon dualisms and dichotomies. Among these dichotomies is one that separates the mind and the body. In an area of study and practice such as physical education, this separation of the human into two parts has implications for our teaching, research, curricula, and even the way we work with people. The purpose of this article is to review the philosophic history of the mind and body with reference to the implications this dualism has had in our profession. This is followed by a discussion of a nondualistic, embodied view of humans and how that nondualistic view might call for (a) changes in the way we work with people, and (b) integrative study and analysis in order to lead to a more complete understanding of human movement.     

The Educational Imagination Revisited

(Eisner, Elliot W., 1979. The educational imagination: On the design and evaluation of school programs . New York: Macmillan.)     

The Place of English Revisited

In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities.     

The Concept of Education Revisited

Enquiries into the meanings of words and the nature of things are first distinguished, and two different senses of 'concept' identified: a first sense in which 'concept' is attached to empirical facts, and a second sense in which a concept marks a purely logical space. The concept of education, in the second sense, is seen to be inevitable for human beings, and already carries certain values with it.     

The Lake Wobegon Effect Revisited

In the summer 1988 Issue of EM, John Cannell presented evidence Indicating that most states and schools are scoring above average on nationally normed elementary achievement tests. This phenomenon has come to be known as the Lake Wobegon Effect after the mythical town of Lake Wobegon where all children are above average. The summer 1988 Issue also Included commentaries on Cannels work by representatives of major test publishers and officials In the U.S. Department of Education. In this follow-up article, Cannell responds to criticisms of his previous work.     

中美“信任赤字”问题再探:以美国在中国周边的战略布局为视角

本文首先梳理了中美两国"信任赤字"的现状,以及周边对于两国的不同意义,并以美国在中国周边的战略布局为视角考察了中美"信任赤字"产生的原因。本文认为经济上的巨大利益是美国在战略布局上重返亚洲的坚定基础,而在政治层面防范中国崛起,以及军事层面加强对中国的遏制则是美国重返亚洲的根本原因。在此基础上指出,美国在中国周边的经济政治化、政治安全上全面布局,正是中国对美"信任赤字"产生的一个重要来源。本文也分析了周边国家在中美"信任赤字"中扮演的角色。最后,在结论中指出了两国为解决"信任赤字"问题需要注意的几个方面。     

“萨丕尔—沃尔夫假说”解析

＂萨丕尔—沃尔夫假说＂又称语言相对论,它所涉及的语言和思维、文化关系问题从20世纪三四十年代提出之后,一直是语言学界争论不休的话题,也是人类学、语义学、语用学、社会语言学和心理语言学等学科所共同关心的课题。＂假说＂分为强式和弱式两种。强式即语言决定论,主张语言结构决定人的思维方式,并主导着感知行为,即语言决定思维、信念、态度等。弱式即语言相对论,主张语言只是在一定程度上影响思维,并不起制约或主导作用,只是在一定程度上起着模塑人的思维、影响人的思想的作用。     

The 'Moment of 1976' Revisited

This paper, which is a response to a previous one by Charles Batteson (1997) published in the Journal, challenges the view that James Callaghan's personal intervention in the politics of education in 1976 in making the Ruskin Speech was pivotal in shaping the subsequent direction of Labour' policies for school reform. The paper also queries the idea that the Ruskin Speech was the immediate harbinger of New Right education policies. Instead, it is suggested, the historical record points up that such policies gained ascendancy only some ten years later, the intervening period being dominated more by an acceptance of the educational consensus constructed by the Labour leadership in 1976–77.     

软力量概念再辨析

近年来,“软力量”成为一个跨越政治、管理、文化等多学科的研究热点。但当前学术界相关研究在“软力量”内涵的认识上存在不少分歧,其中一些甚至呈现为明显的错误理解,这严重制约了软力量理论研究的进一步发展。本文试从软力量的定义、资源两个方面入手,对软力量的内涵进行梳理,同时就相关问题进行了探讨。     

再论筝艺

古筝,由于其声音优美清新,乐曲婉转悠扬,深受广大人民群众及海外华人的喜爱。特别是近年来古筝的演奏技法得到空前的发展,电视、舞台上的演出异彩纷呈。古筝以其独特的魅力,引起人们浓厚的兴趣,吸引了大量青少年的参与,演奏队伍迅速壮大。     

输入假说、情感过滤假说和输出假说在英语听力教学中的应用

听力是英语教学中一项重要任务,却也是高职高专学生英语学习中的薄弱环节。在分析高职高专英语听力现状的基础上,根据克拉申的输入假说、情感过滤假说与思韦恩的输出假说提出应对方法。     

发展性阅读障碍者的注意转换缺陷研究综述

发展性阅读障碍者的注意转换缺陷近十年来广受研究者关注.研究者发现阅读障碍者在注意转换上表现出时间延迟,并且时间延迟同时存在于多通道;阅读障碍者在注意转换的空间特点上表现出"左视野忽视"的左右空间加工不对称现象;阅读障碍者的注意转换时空缺损影响其词汇加工和阅读.在对阅读障碍者注意转换的未来研究中,应当排除无关变量对结果的干扰,同时控制被试选取、研究工具等,进一步明确注意转换缺损与阅读障碍者言语加工的关系.