二级学科艺术学研究界域与课程结构之探讨

艺术学作为一门独立的门类学科,其理论体系还尚未完全成熟.但随着我国高校建设的快速发展,艺术学这门学科渐渐开始普及.对于一门在实际教学中已经开始操作的学科来说,其具体的学科框架构建日渐清晰,而摆在我们面前的当务之急则是如何设置科学的课程纲要.其关键是要立足于既有的研究成果,分析二级学科艺术学的研究界域与主要方向,并在此基础上确定二级学科艺术学的课程设置的原则:既要深入到学科内部的本体特质,又要与相关人文交叉学科进行必要的链接.     

The practice of eclectic instructional design

Eclectic instructional design is the process whereby a designer blends ideas from multiple learning theories to construct a learning experience that works better than a course designed from only one theoretical influence. Eclectic instructional designers are those who do not get hung up or rely consistently on any one theory for their designs. They consider learning theories and their associated methods more as a toolbox than as dogma. With this perspective, they design instruction that works better.     

蒋介石的训育观初探

蒋介石从教育的实际和社会的需要出发,基于自己的经验,发表了大量有关训育的言论,形成了系统的训育观：训育的实施是教育和社会的内在要求,目标是为了健全人格,达成此目标的方法可以通过制定共通的校训,思想、生活指导,以及军事训练来完成,训育的至高原则是以身作则。我们可以客观评价蒋介石的训育观,认识其历史价值和时代局限。     

对高等学校学科建设的矛盾分析

根据矛盾论的观点,认为经济和社会发展对学科创新能力的需求与政府、学校支撑学科建设能力不足是新时期我国高校学科建设的主要矛盾,提出解决该矛盾需要处理好以下几个关系:学科建设与社会发展的关系,学科建设与学校发展的关系,学科建设与学校权力分配体系的关系。     

Overcoming prejudices: An invitational approach

This article offers an invitational model for overcoming prejudices. The proposed model is based on Haberman's (1994) five-step approach to facing prejudices, which includes (1) analyzing prejudices; (2) seeking the sources of the beliefs; (3) examining the benefits of prejudice; (4) considering the effects of prejudices; and (5) planning to eliminate prejudices. Purkey's (1992) five-level conflict-management process adapted to prejudice serves as the five-part action plan in Haberman's fifth step. The combination of these two models yields an invitational approach with five parts: (1) perceiving concern, (2) conferring with oneself; (3) consulting with colleagues; (4) confronting the crisis; and (5) combating prejudices. Practical questions and examples are provided to clarify each step. We shall overcome, We shall overcome, We shall overcome someday. If in our hearts we do believe, We shall overcome someday.     

Adolescent suicide: An ecological approach

Adolescent suicide, which has been ranked among the top 10 causes of death in the world, is an issue of increasing concern to school psychologists, educators, and parents. Here an ecological approach is proposed to enhance our understanding of how personal, interpersonal, and sociocultural factors contribute to the increased risk for suicide among adolescents. The ecological approach allows exploration of how adolescent suicide is determined by multiple factors related to the adolescent's personal history or ontogenic development (e.g., depression), the influences of those individuals with whom adolescents have immediate contact with, or the microsystems (e.g., family and school), the larger social units, or the exosystems, that indirectly influence adolescents (e.g., media), and the larger culture or macrosystems (e.g., cultural differences in attitudes about suicide). In this article the interaction of several factors within and between the permeable boundaries of each of the layers of the ecological paradigm is also highlighted. Finally, examples of intervention and prevention strategies at each level of the system are set forth. © 2002 Wiley Periodicals, Inc.     

被规训的身体 被奴役的心灵——从福柯的规训理论解读霍桑的《胎记》

《胎记》是纳撒尼尔·霍桑的短篇小说,对文本中权力运作机制的分析表明男主人公埃尔梅控制和支配妻子乔琪安娜的方式恰好契合了福柯的规训理论,且其在规训乔琪安娜同时自身也受到了奴役和规训。从霍桑对他所处时代对科学的集体崇拜的批判态度我们可以推断,他睿智地意识到科学话语与男性中心主义思想合流对人们所形成的强大控制。     

Discipline social identification,study norms and learning approach in university students

Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this analysis in a university context by recognising that learners are not isolated individuals, but share important social identifications with others. Using online surveys at an Australian university, we examine the effects of discipline social identification and educational norms on the adoption of learning approaches. Students from a range of academic disciplines indicated their social identification with their discipline, their perceptions of peer norms within their discipline of study, and what their own learning approaches were. Results demonstrate a significant role of discipline-related social identification in predicting learning approaches, even after controlling for personal factors and quality of teaching. Moreover, perceived norms moderated this effect. Students’ approaches to learning are affected not simply by their salient self-concepts, but by their salient discipline-related self-concepts and the norms embodied in the learning environment.     

Student Discipline and Psychotherapy:

College and university psychotherapists, and administrators responsible for student discipline, rely upon different methodology to reach harmonious objectives. Those objectives include fostering the development of students as responsible and even moral actors, and projecting the basic safety of the community as a whole. It is precisely because those broad objectives can be shared by pscyhotherapist and disciplinarians that we can adopt a team approach to student behavioral problems, in which differing emphases, practices, and standards of confidentiality are understood and respected. Ongoing discussion and dialogue between psychotherapists and disciplinarians will facilitate such cooperation, while dispelling mutual misconception by some administrators is that psychotherapists do not understand or support the need to set and enforce reasonable standards of student behavior.     

面向企业自主创新 培养复合式应用型工程硕士——清华大学工程硕士教育十年的改革与发展

从发扬清华大学工程教育传统、树立教书育人精神的视角,阐述了工程硕士教育在创新人才培养与开放式办学中的重要作用,提出了面向企业自主创新,培养复合式应用型工程硕士的培养定位.同时根据对当代工程师能力的要求,提出了完善教育体系、优化育人环境、不断提高工程硕士培养质量的建议.     

突出“三航”特色 引领学科发展

指出研究型大学在学科建设中要形成优势和特色,介绍了西北工业大学当前的学科发展情况,提出要以"三航"为特色引领学科发展的学科建设思想,同时提出要加大理科建设力度,辅以管、文、经、法等学科的协调发展,以形成高水平的综合性大学的学科布局.