中古英格兰的社会结构与中间阶级的崛起

二战以来，西方社会结构发生了明显的变化，中间阶级的数量及其作用与日俱增。中间阶级在不同的时期有不同的内涵。20世纪以来，其主要成分是白领。在现代早期的英格兰，中间阶级的主要成分则是乡绅。中古英格兰呈现出多元权力结构的状态。权力的四极——国王、封建主、教会、城市之间相互掣肘，这就为下层民众的崛起创造了生存空间。他们摆脱束缚，成为自由民。一部分自由民，经济实力逐渐壮大，社会地位不断提高。社会上层的下限和社会下层的上限融合为一体，现代早期的中间阶级——乡绅开始崛起。     

中学教学建模活动为中学生创造发展空间

开展中学数学建模活动，为培养创造精神和实践能力提供了一条途径，教学建模活动可以让学生尝试发现问题和提出问题，经历科学地结局问题的过程，学会与他人合作，创造潜能得以开发。     

半间不架

“现代”是个颇能变脸的词。当它和“古代”、“当代”并用的时候,它是两者之间的桥梁,是一段不可逾越的历史空间.     

Mnemonics for the Middle Grades

Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.     

Bernstein and the Middle Class

This paper explores Basil Bernstein's insights into education and social class, and in particular the relevance of his work for understanding the British middle class. Bernstein is one of the few sociologists of education to recognise and explore differences and tensions within the middle class. We begin by exploring some of the influences of Bernstein's theorisation of social class in general, and outline his main ideas on the relationship between the middle class and education in particular. We then examine the relevance of his work for research on education and middle-class differentiation through drawing on data from our 'Destined for Success' project. This project traced the educational biographies of 300 young men and women from the beginning of their promising educational secondary school career to their mid-twenties. We argue that the distinctive dispositions and orientations of the 'new' and 'old' middle class proposed by Bernstein are evident within parental preferences for types of school, processes of student engagement and, ultimately, differentiated middle-class identities.     

关于中学教师对中学生性别角色期望的调查

为了解中学教师对中学生未来性别角色发展的期望,本研究采用性别角色期望调查表调查了99名中学教师,结果发现：中学教师对男生的性别角色期望趋近于男性化,对女生的性别角色期望趋近于双性化。教师期望男生在下列特质中高于女生：快乐的、有幽默感的、自立的、有创造力的、喜欢运动的、善交际的、精干的、胆大的、心宽的、不屈不挠的、主动的、奔放的、侠义心肠的、豪放的、外向的、直性子的;教师期望女生在下列特质中高于男生：善良的、爱整洁的、洁身自好的、文雅的、和气的、纯真的、含蓄的、心细的、守本分的、安分的、温柔的、柔情的、温顺的、文静的、贤淑的。     

从大中学衔接的角度审视中学语文教育

在目前各个阶段相对独立尤其是大中学语文教育相脱节的情况下,注重衔接,打通大中学的母语教育,十分必要。从大中学语文教育衔接的角度出发,审视中学语文的教材编写依据、考试评价体系以及选修课的开设情况,目的在于开阔中学语文教育的视野,矫正中学语文教学中的偏差,包括教材和教师传授的知识的陈旧,各种考试评价机制的机械等,从而构建合理的课程内容和考评体系,实现母语教育的一体化,全面激发公民对母语的热情。     

中东和平:呼唤一声太沉重--中东形势发展概览

中东时局充满不安定因素,诸热点将长期存在并继续影响该地区和世界局势.导致中东地区局势紧张的背景和原因极为复杂.阿以矛盾和宗教纠纷难以在短期内彻底解决,超级大国美国以及俄、英、法、德、日、印等世界强国将继续在该地区展开争夺.在大国尤其是美国中东政策带来的持续高压和冲击下,中东地区将面临巨大转型,转型期内将充满动荡和变数,并会持续影响世界局势.     

论中产阶级的划分维度

中产阶级的划分应以其内在的属性为基础。中产阶级的属性表现在两个方面,在客观方面,中产阶级不仅中等程度地占有社会资源,而且其资源获取方式主要是以市场机制为基础的;在主观方面,中产阶级也具有明显的时代特征,即力求上进的心理状态和良好的敬业精神,现代的个人主体价值意识和社会道德责任感,渐进地社会改革意愿。中产阶级的属性构成划分中产阶级的基本维度。     

论亚里士多德的中道说

中道是亚里士多德伦理学中的重要范畴,体现了与其形而上学、心理学、生物学的一致性.认真审视中道说,则可知其不仅包含中道观、中道方法,更内蕴着深刻的中道精神,即至善是理性和欲望的契合;意味着德性论和规范论的统一;意味着众人之治好于个人之治.     

PSE and the Organization of Middle School

This paper argues for the centrality of high‐quality trusting and respectful relationships within the school setting, particularly between teachers and pupils. It argues for the need to pay careful attention to the nature of the interventions that are adopted to support the social and emotional development of young people and for the need to ensure that their theoretical underpinnings are understood by those responsible for implementation. It centres upon the evaluation of an intervention (Support Groups), devised by the author, to support pupils perceived as having social and emotional behavioural difficulties with a particular focus upon the development of interpersonal relationships. The case study is principally qualitative and draws upon the accounts of the first four cohorts of pupils to undertake the intervention (n = 69), following their progress from the commencement of Secondary 1 up to one to two years beyond intervention. The study draws from a wide range of stakeholder accounts and from six in‐depth case studies. The findings indicate that, to varying extents, Support Group pupils had developed their capacities to form and maintain effective interpersonal relationships but, particularly in respect of their relationships with teachers, this was highly context‐related. Peer relationships were still perceived as problematic by classroom teachers. The supportive ethos of the group had enabled warm relationships to form between Support Group Leaders and pupils, and this had fostered effective communication and empathy. These more positive relationships were exemplified within a statistically significant reduction in discipline sanctions (including school exclusions), which were maintained beyond intervention.     

论中动结构的句法特征

探讨中动结构的生成过程，分析已有解释存在的缺陷，提出一种新的假设，即中动词经历了一个“不及物化”的过程，从而使外论元受到抑制，内论元提升至主语位置。     

从大中学衔接的角度审视中学语文教育

在目前各个阶段相对独立尤其是大中学语文教育相脱节的情况下,注重衔接。打通大中学的母语教育,十分必要。从大中学语文教育衔接的角度出发．审视中学语文的教材编写依据、考试评价体系以及选修课的开设情况,目的在于开阔中学语文教育的视野,矫正中学语文教学中的偏差,包括教材和教师传授的知识的陈旧．各种考试评价机制的机械等,从而构建合理的课程内容和考评体系,实现母语教育的一体化．全面激发公民对母语的热情．     

再论汉语的中间结构

国际上对中间结构的研究有较长的历史.从20世纪80年代末开始,受到乔姆斯基普遍语法(Universal Grammar)理论的影响,中国学者开始探讨汉语的中间结构.一些研究认为汉语中间结构的表现形式是“NP V-起来 AP“,而且对这一结构提出了一定的限制条件.近两年国内出现了对此研究的不同结论.文章对现有的文献,特别是最近的两个重要研究,作了回顾和讨论.作者认为汉语中间结构的界定应该严格参考英语中间结构的定义.但另一方面,关于汉语中间结构包含三个句型(“NP V-起来 AP“、“NP V-上去 AP“和“NP V-着 AP“)的结论有其合理性,但有必要对这三种结构作进一步的细分和研究.