梦想

When we were young, we had dreams and expectations. We imagine things, we keep thinking about what we want to be, what we want to do, what makes us proud and happy and what we will become. We grew up, and things seemed like having its own way. We accept our success or failures and we move on. The rapid change, the need to do the urgent things, the works, the pressures and the failures, all kill part of our visions. Things have changed, but they cannot really take away the dreams. We still have to dream on, to visualize our desires, our wants, our vision of our future, even when we are considered too old for such things.     

Sparks of Thoughts

Maybe it is true that we do not know what we have got until we lose it, but it is also true that we do not know what we have been missing until it arrives.     

不言放弃

不要忘记,在人生的路上,要想做成什么事,我们必须持之以恒。如果我们在学校里想要学好功课,就必须得勤奋,任何时候遇到难题都不要放弃。     

一部新颖的散文文本——读凌翼先生的散文集《故乡手记》

无论走到哪,想起故乡,总会有一股温柔萦绕在心间.故乡有自己的父老乡亲,有自己的童年.故乡给予我们的既有痛苦的东西,也有快乐的东西.每每回味故乡,便是对自己的人生进行一次次洗礼.     

A ‘rhetoric of disruption’ by way of attaining the not yet in the future: re‐membering the past by way of challenging our present educational practices

Our central argument is that if we are to understand who we are as educators in the present as well as who we hope to become in the future, then we must examine and critique how we have collectively represented who we have been. To present our conviction that understanding our history as adult educators is central to understanding our current educational practice, we develop three theses. First, we argue that the purpose of history is to help us understand how we have created our current educational practices from our historical experiences. Second, we draw upon Williams’ notion of a ‘selective tradition’ to show how our current practices are selectively, and often hegemonically, constructed from past practices. Finally, in hopes of moving us toward illuminating our future, we argue that the purpose of history is to help us analyze those selective cultural traditions that inform our current educational practices in order to expose prejudices and illusions. We thus propose the ‘doing’ of history as a counterhegemonic strategy of ‘remembering’ the past in order to critique the present so that as educators we can reveal our historically‐copntinuing limitations and open us to expanding possibilities of Hberatory practice.     

塞巴斯提奥·萨尔加多的精彩人生

“多数时候，我们是否注定成为旁观者？我们能影响事件的进程吗？当我们没有表现出消费疲劳的迹象时，我们能够声称自己患了‘同情疲劳＇吗？”     

一类项链李代数的商代数

本文从一类特殊的箭图出发构造项链李代数.首先证明其项链字均为C类元,接着寻找它的一个理想,使得由这个理想得到的商代数是交换的,从而是幂零的.最后,我们从P和H出发,构造出一个正合序列.     

试论如何从批判性思维的角度分析和运用预设

预设与批判性思维所要求的清晰性、准确性、精确性以及深度有密切关系。对于预设的分析要弄清楚语用预设和语义预设的联系和区别,要逐层进行分析,要以最大限度保证思维的清晰性、准确性、精确性以及深度为原则,把握好分析的程度,要谨慎对待复杂问语。运用预设时,要端正态度,对自己的预设和别人的预设的态度应有所区别。     

我们应该具备哪些教育观念

当前教育观念的解构与泛化倾向,致使人们在教育实践中常常出现观念的空白与迷茫。我们只能以已有的教育观念为逻辑起点建构新的教育观念。重新思考教育培养什么样的人;为什么要培养这样的人;怎样看待教育中的人;如何看待学校在个体发展中的文化使命以及如何审视教育的时空形式等。     

推进大学科学教育与人文教育融合的几点思考

科学与人文教育的融合是现代大学的教育理念。促进大学教育科学与人文教育的融合,一方面要充分认识科学与人文教育的内涵;另一方面,要积极探索科学教育与人文教育融合的有效途径。首要的问题是培养和提高大学教师的人文与科学素养;在学校重构课程体系,促进“文理兼容;”在教学设计和实施过程中落实科学与人文教育的融合;强化班级和校园文化建设;营造科学与人文教育融合的学术氛围和校园环境。     

The Feeling of Thinking in Professional Self‐study

Studying one's own professional work is no straightforward matter and adopting the reflective mode is not simply a cerebral activity. As we study our teaching, we are studying the images we hold of ourselves as teachers. Where these established self‐images are challenged, questioned and perhaps threatened in the learning process we may experience feelings of instability, anxiety, negativity, even depression. This is especially so if the ‘self we come to see in self‐study is not the “self we think we are, or the ‘self we would like to be. Thinking about our work In self‐evaluation can thus be a highly charged emotional experience, one from which we may be tempted to retreat, thus endangering further learning. If, on the other hand, we have the support of caring, sensitive and interested critical friends to help us through these potentially dangerous processes of self‐evaluation, we are more likely to remain open to further learning and professional development. The company we keep and the circumstances under which we enter into self‐study may have a significant effect, for better or worse, on our professional learning. These issues are illustrated by the experience of two award‐seeking teacher action researchers who used video in their classrooms to aid their self‐study. The paper argues for greater attention to be given to the nature of the learning climate in which self‐study, self‐evaluation and developmental self‐appraisal take place. If the learning climate is not ‘right’, self‐study may become self‐defeating.     

Cauchy定理及L''''hopital法则的推广

本文通过对Lagrange中值定理的证明中辅助函数的分析入手,描述了其构造特征。尤其通过选择新的辅助函数减弱了Cauchy定理的条件,推广了Cauchy定理并相应在L'hopital法则的定理证明中减弱了定理的适用条件,随之推广了L'hopital法则,可以使用L'hopital法则求取更多未定式形式的极限。     

自闭症儿童学校教育的生态课程模式建构

用生态课程的观点和原则来探讨自闭症儿童在学校中的教育模式。介绍生态课程的内涵、实施的必要性和实施的意义,从生态课程观的角度来设计自闭症儿童在学校中的教育模式,并对生态课程的学校教育模式的结构、教学环节和操作流程进行了说明,并讨论生态课程在自闭症儿童学校教育中应注意的问题。     

细读红楼半回书

自《红楼梦》问世以来,对它的阅读研究一直没有停止。针对刘心武先生提出的文本阅读,提出研究《红楼梦》应该细读原著,回归作品。     

你接受挑战吗?

Should we easily wail about the embarrassment and the unfairness of life?Or should we accept obstacles as challenges?With a choice of stance we can allow ourselves to be oppressed victims.When anything happens to us,we can take it as a sign that we should not expect anything good out of our lives.These are times when we need to determine whether it is wisdom or fear that motivates us in our choices.……     

认真学习发展是第一要务的思想努力开创电大工作新局面

坚持发展就必须与时俱进,破除妨碍发展的错误观念;必须善于发现机遇,抓住机遇和用好机遇;必须明确电大的发展思路和目标定位;必须正确处理改革、发展和稳定的关系;必须切实抓好教师队伍建设;必须加强和改善党对学校的领导。     

Context and Its Role in Intensive Reading

Language use cannot be separated from its context. Any piece of discourse is the product of a certain context. When we read a piece of discourse, we are trying to understand it     

Action research for instructional improvement: the Bad,the Ugly,and the Good

In the wake of accreditation cycles stressing student outcomes, we believed the reflective and practitioner-centered philosophy of action research a perfect fit for effecting institutional improvements for a four-year grant-funded effort in our urban–suburban community colleges in California. We learned that things were both worse and better than we had imagined. While we had anticipated what we will call ‘the Bad’, the classic budgetary and institutional forces buffeting us, our project, and our institutions, we had not anticipated what we will call ‘the Ugly’. And perhaps because of our grasp of ‘the Bad’, we also had not anticipated what we will call ‘the Good’. We found ourselves challenged to rethink how to encourage colleagues to become reflective practitioners, yet able to appreciate the power of action research to lead to genuine transformation.     

教你正确用(二十)

Rules and Mistakes Katherine Hepburn said,“if you follow all the rules, you miss all the fun.” There are more rules in the English language than we can follow; that’s why we constantly make mistakes when we speak and write in English.     

汉维语表层格对比

对比两种语言之前,必须找到所对应的平面。汉语和维语分别属于两种不同的语系,两种语言中,语法成分很少能够简单地对应,只有对汉语和维语作细致的比较,找出彼此的异同,明确语法成分之间的对应关系,才能做好翻译和教学工作。本文着重探讨汉维“比喻”和“比较”句型利用介词结构进行对比,论证了汉语介词和维语的格对应关系。