关注小学儿童的需要:教育学的视角

对小学儿童需要的认识与理解,是能否实现为每位小学生提供适合之教育的关键。小学儿童的需要有被关注的需要、常规与游戏的需要和追求人生意义的需要。小学教师应具有关注儿童需要的意识,具有关爱小学儿童的能力,读懂小学儿童的表达,切实关注儿童的需要,从而为小学生提供激活、引导、满足其需要的适合的教育。     

另类的生命研究及其体制化努力:宋光宇教授访谈录

1980年代以来,台湾形成了一个学术背景各异但在原有学术领域均有所建树、转而从事另类生命研究的学者圈。他们在采用另类视角和概念从事研究的同时,又在进行使这类研究体制化的努力。受访者宋光宇是这个圈子的代表人物之一。访谈者在研读受访者作品的基础上,从不同于受访者的立场出发,提出了系统的中性问题,受访者针对这些问题介绍了他进入这个另类研究领域的过程,这个圈子对于生命概念的理解和研究进路,以及他们为之做出的体制化努力。     

距离审美中的戏剧化人生——张爱玲散文的别一种读法

张爱玲在散文创作中,以隐匿和游离的姿态对人生采取了一种距离审美的观照方式。这种距离审美的观照方式衍生出以反讽和消解为显著特征的戏剧化视角与思维方式,并在经意与不经意间运用了与之相应的戏剧化手段与表现策略,从而与20世纪西方现代主义诗学形成某种惊人的暗合,成为中国现代散文中一道独特而又超前的奇诡风景。     

Polynesian Folklore: An Alternative to Plastic Toys

Because folklore has the capability to teach and to preserve the thoughts, feelings, and beliefs of a people, suggestions are offered for using folklore to deepen children's understanding of Polynesian culture. Maori nature fables, along with error/punishment stories involving the woman or man on the moon, represent the instructive function. Tales and legends preserving cultural history are represented by a folk story reflecting values and customs of everyday life, accounts of legendary monsters reflecting cultural hopes and fears, and heroic tales of the popular demigod Maui. Specific stories are reviewed, juvenile collections are referenced, and classroom activities are offered.     

实现自我认同的可能途径:在生活中找寻自己——基于《现代性与自我认同》的思考

安东尼·吉登斯对现代晚期的自我与社会进行了独特的分解与再组织,围绕现代性的挑战与自我认同的重塑寻求对生存困境的化解,以实现"生活政治"的追求做出创造性的回答。在个体已深深陷入现代社会生活的时代,凸显在个体身体上的社会生活意义、体现在个体社会生活中的特殊行为、个体试图勾画的自我反思性生活图景以及对达成包容性的自我实现的追求成为重新诠释自我与社会关系的新体认。正是在个体与社会关系的再认识中,深化了自我认同所蕴含的为个体"安身立命"的意义。     

顿悟：心理学的解释、困境与出路

顿悟是创造性思维的主要形式,一直以来都是最具争议的课题之一。文章分析了现代认知心理学对顿悟的各种理论解释,指出了现代认知心理学在顿悟问题研究上存在的局限,分析了国际心理学界关于顿悟问题研究的新趋势。     

构建对话课堂实现生命成长--三教《"科学怪人"》的启示

《语文课程标准》揭示的语文学科的性质“工具性与人文性的统一”更为科学，并由此带来新的教育理念，这便是语文教育的理想：第一，实现语文文本(包括教材)的人文性——对人的尊重，关注人的生存意义，关心人的生活，张扬人的个性，促进人的发展；第二，把语文课堂甚至是语文课程(教材、教师、学生构成的“生态环境”)营造成生命活动展示场、生命对话场，让课堂教学成为师生人生中一段重要的生命经历，让教学过程成为一种真实的生活，成为师生生命活力展现的过程。     

长江三角洲区域公共产品制度建设的探索

我国区域经济的行政性分割和产业结构同构现象十分严重,区域之间联合起来建立跨区域的管理制度十分困难。为了打造国际大都市区,长三角地区需要统一的公共产品的建设与管理制度。文章分析了公共产品制度建设的理论,总结了国外大都市公共产品建设的经验与模式,为构建大都市区公共产品制度提供了基础。在此基础上,提出了长三角地区公共产品建设与管理的制度框架。     

构建农村职业中学面向生活的德育课

目前农村职业中学德育课重理论、轻实践，忽视实践性和时代性，导致学生把德育课看作“说教课”，达不到德育效果。改变现状必须构建面向生活的德育课。应突出思想性、政治性；紧扣时代脉搏，与时俱进；抓住学生的身心发展特点和规律，面向生活。     

An Alternative Route to Higher Education: An Evaluation of the Senior Colleges in Western Australia

The establishment of two Senior Colleges in Western Australia in 1983 provided adult students with an alternative route to conventional schooling for completing matriculation requirements for entry to higher education. An evaluation of the Colleges involved large samples of students and staff and the triangulation of information obtained by different researchers working independently and using a variety of methods (interview, questionnaires, nominal groups, classroom and school climate assessments). The study attested to the success of the Senior Colleges in creating a positive ethos suited to its adult students and in allowing previously unqualified people to enter higher education and succeed.     

An Alternative to Von Glasersfeld's Subjectivism in Science Education: Deweyan Social Constructivism

An influential view of constructivism in science and mathematicseducational research and practice is that of Ernst von Glasersfeld. It is apeculiarly subjectivist form of constructivism that should not be attractiveto science and mathematics educators concerned with retaining some sort ofrealism that leaves room for objectivity. The subjectivist constructivism ofvon Glasersfeld also becomes entangled in untenable mind/body andsubject/object dualisms. Finally, these dualisms are unnecessary for socialconstructivism. I will provide one example of a social constructivistalternative to social constructivism, that of the pragmatic philosopher JohnDewey. In presenting Deweys position I will appeal to Ockhams razor, thatis, the admonition not to multiply entities beyond necessity, to shave offthe needless mentalistic and psychic entities that lead von Glasersfeld intohis subjectivism and dualism.In outward forms, experimental science isinfinitely varied. In principle, it is simple. We know an object when we knowhow it is made, and we know how it is made in the degree in which weourselves make it.John Dewey (1925, 1981, p. 319)     

An Alternative to Von Glasersfeld's Subjectivism in Science Education: Deweyan Social Constructivism

An influential view of constructivism in science and mathematics educational research and practice is that of Ernst von Glasersfeld. It is a peculiarly subjectivist form of constructivism that should not be attractive to science and mathematics educators concerned with retaining some sort of realism that leaves room for objectivity. The subjectivist constructivism of von Glasersfeld also becomes entangled in untenable mind/body and subject/object dualisms. Finally, these dualisms are unnecessary for social constructivism. I will provide one example of a social constructivist alternative to social constructivism, that of the pragmatic philosopher John Dewey. In presenting Dewey's position I will appeal to Ockham's razor, that is, the admonition not to multiply entities beyond necessity, to shave off the needless mentalistic and psychic entities that lead von Glasersfeld into his subjectivism and dualism.