Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning

In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004     

The epistemological role of language use in learning: A phenomenographic intentional-expressive approach

In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners’ language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.     

专利联营、限制竞争与反垄断规制的法史学考察 ——以一战前后的德国为例

专利法和竞争法的交叉部分,即如何适用竞争法规制滥用专利权限制竞争的法律问题,是我国知识产权研究的难点。立足于我国目前专利量激增、专利法改革、反垄断执法摸索前进、竞争政策和公共利益全面整合的现状,采用法史学研究方法,以一战前后的德国为蓝本,将专利池、限制竞争和反垄断规制放到一个和我国当下格局具有可比性的历史语境中,统观这一问题的历史缘起、制度运行细节和宏观经济背景,可以梳理出法律运行中的利弊得失,从而分析其对我国当下相关理论探讨及制度建设的借鉴意义。     

教育:开放的阐释

阐释的意义乃在于阐释本身，对教育阐释的过程实际上是表达我们对教育的理解、理想、企盼的过程。对于我们而言，现今重要的是要意识到“什么是教育”其实是一个尚待开启的“问题”。在追问传统、审度现实的基础上，就教育与人的心灵、人格、化精神、生活、人性相关之维度，对教育的意义作出阐释，不求给教育以精确的定义，只求探问教育的重要的、基本的对现实教育而言急需的质素，是一件很有意义的事情。     

Touching the challenge: Embodied solutions enabling humanistic moral education

One of the main educational challenges we still face today—more than ever—is the humanistic challenge, namely how to promote humanistic moral values, how to strengthen in students the motivation to be morally active, and especially how to help them recognize the other as a human subject. I adopt Nel Noddings’ approach of relational ethics of care as a solution to the problem of motivation. I elaborate on her approach while presenting the concept of the embodied human subject posited by Merleau-Ponty as an additional channel for communication and empathy between people. The embodied subjectivity serves also as a solution for the problem of recognition. I offer some practical recommendations that apply Merleau-Ponty’s analysis to the practice of moral education.     

"三、百、千"的传播效应对写作的启示

“三百千”虽然是古代的童蒙读物，但对今天的写作仍有着重要的借鉴作用。主要表现为取材贴近生活，善择典型；结构上句式承转灵活，篇章富于变化；技法上视听并重、音韵爽朗。这些特点对写作来说，有如何选材，怎样成篇，既要写有形之文，又要写有声之文等方面的借鉴。     

论《聊斋》系列小说中教育题材创作

《聊斋》系列小说十分重视教育问题,其教育题材中体现的教育思想对今人也有一定的启示意义。本文试从家庭教育、学校教育、社会教育三个角度进行分析,以期丰富对《聊斋》系列小说的解读。     

小说作为“革命”-重读梁启超《新中国未来记》

“革命”在梁启超文学及政治道路中的重要性不言而喻《。新中国未来记》这部未完之作,以科幻小说的形式呈现了文学与革命的辩证关系,恰恰成为梁启超种种革命理念的现代寓言及未来想象。在他的理念预设框架内,小说与革命的重要性不相上下。文章检视了梁启超展开革命话语的路径,以及他之所以将小说视为宣传革命最有力的工具的理由,关注梁启超如何在小说的“将来完成式”中调动起对革命的种种理念,以及种种叙事策略如何构成其革命日程表中的标的物,关注《新中国未来记》所指涉的“未来”,并在当下中国的语境中考量该小说的启示义。     

选择:历史规律的实现形式

人类社会是物质世界的一部分,它的发展史同自然史一样,是有规律的.但是两者具有不同的特点自然规律是通过自然物质完全自发的、盲目的、无意识的相互作用而实现的;社会历史规律则是通过主体的自觉选择活动实现的.对于这个问题,虽然哲学界有人论及,但尚无专文系统揭示社会规律的实现机制问题.探讨这个问题对于正确认识和发挥主体能动性、创造性具有重要意义.     

Engineering design in the classroom: Is it good science education or is it revolting?

The changing emphasis of science education today includes a shift from a narrowly disciplinary view of science to a more socially and technologically situated perspective. This article reports on the implementation of engineering design projects in about two dozen U. S. secondary science classrooms, following an inservice professional development course conducted at a university engineering college. Using data from an evaluation of the project and three sociological themes—secrecy and ownership, social persuasion and the status of facts, and the relationship between money and science—I argue that technological design projects provide a sociologically fruitful approach for teaching new themes in science education. However, teachers must rethink the nature of their subject matter, something that may be difficult if their training was disciplinary in emphasis.     

From Comparison Between Scientists to Gaining Cultural Scientific Knowledge

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline–culture structuring of the physics curriculum, seeking cultural content knowledge (CCK) of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge.     

长白山人参文化与参乡版画

长白山是中国人参的重要产地，在山参的采集和园参栽植的千百年历史间，产生了绚丽的人参文化并延续至今，闪现着异彩。参乡版画在长白山人参文化这块沃土中得以产生和发展。对人参文化与参乡版画的产生、制作、表现题材、艺术特点作了探讨。     

煤泥有机质与碳含量相关性及用煤泥生产生态复合肥

主要选用淮南9个矿区煤泥作为实验对象,采用Excel对实验数据进行分析,得出结论是：煤泥有机质含量和碳含量呈明显的线性相关,Y=1．868z=0．125（以z表示碳含量,以y表示有机质含量）。煤泥中有机质含量较高,一般在35％以上,适宜作为生产生态有机肥的原料。本研究为淮南地区煤泥复配生产生态有机肥探索了一条新的途径。     

世界的始终与人性之日生日成——王船山"天地之始终今日是"的哲学蕴含

世界的开端与终结问题是困惑着人类的一个古老的哲学问题,王船山对于这个问题作出了独特的回答,这就是:天地之始今日是,天地之终今日是。也就是说,世界的开始与终结都发生在现在。这一回答的实质是,把世界的始终问题从天地本身的问题那里解放出来,而还原为人自身的问题,这样,问题就具有了与人自身存在相关的视域。从主体的始终来理解天地之始终,这就是把人的在世活动以及人的成长看作与世界的交互作用,视为在当前活动中与不可见的世界总体的沟通过程。这样,在主体的参与中,世界的始终就成为主体通过自身的活动揭示存在的过程,也就是主体之性日生日成的过程。     

Strengthen the Scientific Research on Examinations,Revive the Enterprise of Examinations in China

It is only in the last few decades that people have taken examinations as a subject of scientific research. Because examinations are a major matter that directly impact the accurate selection and promotion of people and the reasonable employment of people in any society, and at the same time a principal means of measurement and assessment in education, all relatively developed countries in the world today have conducted active research on the theories of examinations and have carried out examination reform, exploring ways to establish examination systems that conform to their respective national conditions. As is generally acknowledged, China is the homeland of examinations, and for a very long time, China had occupied a leading position in the world in this regard.     

Research and Teacher Education: A British Perspective

The title of a lecture or address is often the least important part of it. Sometimes, indeed, it is almost an after-thought. In the case of my address today, however, the words of the title are important. What one puts between ‘research’ and ‘teacher education’ — on, or and, or in – makes a great deal of difference to the subject matter.     

Some methods for examining content structure and cognitive structure in instruction 1

Reform in science and mathematics curricula has moved from rote learning of facts and computation skills toward learning a structure of a subject matter. While the reasons for this shift, such as greater understanding, transfer and intellectual excitement are admirable, there is little empirical evidence to support them. A first step in examining such claims is to develop methodology for representing structure in the to‐be‐learned instructional material and in students' memories. The purposes of this paper, then, are to present (a) a method for examining a subject‐matter structure in prose materials, (b) methods for examining a subject‐matter structure in students’ memories, and (c) data bearing on the validity of structural interpretations of these measures. If these structures can be represented objectively and independently — even if not in a complete form or error free — a beginning has been made in validating the reasons for teaching structure.     

试论田宫虎彦的反战小说

田宫虎彦是日本当代进步作家 ,他的作品蕴含着强烈的反战思想 ,具有鲜明的人民性。本文拟通过对他的借古讽今的历史小说和以社会现实生活为题材的小说的分析 ,探讨田宫文学的批评精神、社会历史意义 ,以及独特的艺术风格。     

Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching

During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing, as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first‐person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory–praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253–282, 2002     

英汉语主语对语类的选择

除了名词与代词都可以作主语外,英汉两种语言在对主语语类选择上似乎有着明显的不同,然而,本文试图证明这种不同只是表面的,实际上英汉两种语言中,主语都只能选择[+N]性成分,而不能选择[+V]性成分。