门罗小说《机缘》的叙事时间分析

艾丽丝·门罗的短篇小说在世界文坛享有盛誉。《机缘》是小说集《逃离》中的一篇,讲述了朱丽叶毅然放弃学术生涯,投奔渔夫埃里克的故事。本文从叙事时间这一理论入手,具体探讨省略、缩写、倒叙等手法如何造成《机缘》的时间畸变,进而分析叙事时间对小说艺术的影响。     

现代教育技术在电子技术课程中的应用

现代教育技术在教学中运用，为学校教育带来了新的发展契机．本文就现代教育技术手段应用于《电子技术》课程的教学做一点探讨．     

Reviews

Encouraging Historical Research The Aberdeen Enlightenment: the arts curriculum in the eighteenth century Personal Tutors Under Stress Helping and Supporting Students A Handbook for Personal Tutors Giving Women a Chance? Women's Education     

明清时期湖北水利堤防管理制度初探

明清时期,随着堤防的增加,堤防的重要性明显提高,有关修防的规章制度逐渐建立起来。拟就明清时期堤防管理制度中修防制度、修防经费的来源以及官督民修与绅衿作用等问题作进一步的探析。     

大学生心理控制源与主观幸福感的特征及关系研究

目的：探讨大学生心理控制源与主观幸福感的特征、特点及其相关关系。方法：采用《内控性、有势力的他人及机遇量表》、《幸福感指数、总体情感指数量表》进行测试。结果：（1）大学生的幸福感分数较高,且偏向于内控。（2）主观幸福感分数与内控性因子显著正相关,与机遇因子、有势力的他人因子显著负相关。（3）有势力的他人因子存在显著性别差异。（4）大二学生的主观幸福感显著高于大四学生。结论：大学生尤其是大二学生幸福感较高,男生比女生更容易受重要他人的影响,大四学生更相信运气、机遇的影响,大学生的心理控制源和主观幸福感存在显著相关,可以通过归因训练来影响他们的幸福感水平。     

Architektur und Theoriestile in der Erziehungswissenschaft

Architekturstile sind nicht selten Ausl?ser oder Ausdruck theoretischer Entwicklungen in den Wissenschaften gewesen. In der Erziehungswissenschaft tendierte die Theorieproduktion im 20. Jh. dazu, architektonischen Innovationen eher z?gerlich zu folgen. Künftig besteht die Chance, dass sie im Zeichen des Neuen Rationalismus und eines „empirical turn“ aufholt.     

BOOK REVIEWS

Book reviewed in this Article: Statistics 1 By A Eccles, A Graham, and R Porkess. Teaching Statistical Concepts Anne Hawkins, Flavia Jollie and Leslie Glickman. Chance Encounters: Probability in Education By Ramesh Kapadia and Manfred Borovcnik (Eds)     

Reviews

Ken Rigby, Bullying in Schools and What to do about It
Carol Ross, Something to Draw On: Activities and Interventions using an Art Therapy Approach
The British Stammering Association, A Chance to Speak
Anders Nyman and Börje Svensson, Boys' Sexual Abuse and Treatment
Graham Haydon, Teaching about Values
David Emmet and Graeme Nice, Understanding Drugs: A Handbook for Parents, Teachers and Other Professionals     

REVIEWS

Book reviewed in this article
Europe and the Europeans; An International Discussion. MAX BELOFF.
Graduates in Industry.
Government and Politics in Tribal Societies. I. SCHAPERA.
The Great Village , CYRIL S. BELSHAW.
Reason and Chance in Scientific Discovery. R. TATON.
A Study in Ethical Theory. D. M. MACKINNON.
Romantic Image. FRANK KERMODE.     

哲学是革命的武器——阿尔都塞的哲学观

阿尔都塞既是哲学家又是马克思主义者,他一生思想多变,然则无论怎样变化,总有一条红线贯穿其中,那就是他总是使自己哲学家的身份服从于马克思主义者的身份,从早年的黑格尔主义者走向马克思主义,提出“哲学基本上是政治的“,到晚年对“偶然相遇的唯物主义“的探索,无不表明他始终是从政治出发来看待哲学,把哲学作为革命的武器。     

辛亥革命发生的必然性刍议

武昌起义爆发后约3个月,清帝退位,清朝灭亡,持续了2100余年的君主专制制度垮台。辛亥革命并未按照革命前孙中山设计的革命战略进行,且孙中山、黄兴等当时都不在武昌,因此表现出了一定的偶然性。但是,辛亥革命的发生是20世纪初中国社会矛盾激化的产物,是清廷统治日趋腐朽及资产阶级革命派长期斗争、资产阶级立宪派和广大民众对其失望转而支持革命的结果,有历史的必然性。     

大学生出世、入世心理对内外控倾向与心理压力的中介作用

探讨大学生出世、入世心理对心理控制与心理压力的中介作用。采用出世、入世倾向问卷,IPC量表（内控性、有势力的他人及机遇量表）和心理压力量表对250名大学生进行测量。拼搏精神和机遇对社交恐惧有负向预测作用;内控性对生存焦虑和角色紧张都具有负向预测作用;平常心和有势力的他人都对社交恐惧、生存焦虑和角色紧张都具有正向预测作用。出世、入世心理是心理控制与心理压力的中介变量。     

论高教产业化、市场化下的高校图书馆

在我国高教逐步实现产业化、市场化的新形势下,图书馆的发展出现了前所未有的契机。要抓住这一契机,在指导思想和观念上,要把高校图书馆作为一种办学资源来加以合理配置;在选择发展的道路时,要走优化资源、扩展内涵的道路,有效地增加其“含金量”;在配套的队伍建设方面,要以人为本,提高队伍的综合素质。     

Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona

Second Chance Schools (SCS) aim to provide excluded young people with new opportunities for educational success. However, there is scarce research on teachers’ identities as a crucial factor in understanding how these schools operate as sites of educational inclusion. Based on a comparison between SCS in Buenos Aires and Barcelona, this article argues that this modality of schooling contributes to the configuration of a dominant teacher identity, distant from that forged during the emergence of modern secondary schooling. Three elements feature this identity: the ethics of care, the personalization of teaching and the conception of teaching as a collective endeavour.     

At-Risk Students Attending Second Chance Programs: Measuring Performance in Desired Outcome Domains

Meeting the educational needs of at-risk secondary students is a challenge for many states. Some states have blended school reform policies, such as school choice, with specific programs for students at risk of school failure. One blended school choice option that has been in operation for nearly a decade is Minnesota's Second Chance Option. This option allows students at risk of school failure the opportunity to choose alternative programs designed to meet their needs; however, little is known about the effectiveness of these programs. In this article, findings from a study examining a broad array of outcomes for students attending Minnesota's second-chance school choice option for at-risk secondary students are presented. Student performance was assessed in 7 outcome areas, using a model developed by the University of Minnesota's National Center on Educational Outcomes. Students at 3 representative alternative school sites were assessed in the fall and spring of an academic year to determine their level of student performance. This article addresses the performance of persisters (those who remained in the programs) and dropouts, the use of the model for accountability, and the effectiveness of second-chance programs.     

Reviews

Book reviwed in this article
Anti-social social studies
It's a Matter of People. jane thompson Hutchinson.
ilea History & Social Sciences Teachers'Centre
A Lenten gnostic
Christianity and the World Order. The B.B.C. Reith Lectures, 1978. E dward N orman .
Virginia Woolf's deep disharmony
The unknown Virginia Woolf. roger poole .
Man-made models and the meaning of life
Purpose in a World of Chance. A Biologist's View. w . m . thorpe .
The possibility of successful revolt
Injustice. barrington moore .
The possibility of successful revolt
Injustice. barrington moore .
The possibility of successful revolt
Injustice. barrington moore .
The possibility of successful revolt
Injustice. barrington moore .
The possibility of successful revolt
Injustice. barrington moore .     

Alternative Pathways to Traditional Destinations: higher education for disadvantaged Australians

In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity programs conducted by universities around the country and aimed at redressing the disadvantage of potential students. The alleged success of these programs is based on greater participation in and graduation from Australian universities by individuals from targeted disadvantaged groups. The research reported here, however, would suggest that such programs are prone to co-opt the language of equity and social justice, dependent as they are on satisfying statistically-orientated program performance indicators in order to receive recurrent government funding. Further, the paper argues that success in achieving equity within Australian higher education will remain limited unless the structural arrangements that work to construct social inequalities in mainstream higher education are addressed.     

大学生心理健康与父母养育方式、心理控制感的关系

采用<心理卫生症状自评量表SCL-90>、<父母养育方式问卷>和<内控性、有势力他人和机遇量表>对295名大学生进行测量,探讨大学生心理健康与心理控制感和父母养育方式的关系.结果表明:大学生心理健康问题的检出率为25.8%;父母养育方式和心理控制感与大学生的心理健康都存在显著性的相关;心理控制感是某些父母养育方式和部分心理健康因子的中介因素;心理控制感的内控、机遇,父母养育方式中父亲的过度保护,母亲的拒绝否认因子对心理健康具有较强的预测效应.     

The Notions of Chance and Probabilities in Preschoolers

Chance, randomness and probability constitute statistical notions that are interrelated and characterize the logicomathematical thinking of children. Traditional theories support that probabilistic thinking evolves after the age of 7. However, recent research has underlined that children, as young as 4, may possess and develop basic notions, through mental mechanisms and/or through intuitive processes. In the current study, preschoolers (N = 200) aged 4–6, participated in two diverse probability tasks related to the likelihood of events and the graphical representation of randomness. The aim of this study was to test whether children, at this young age, have the ability to predict the most probable outcome in a probabilistic game with animal cards and whether they can mark symbols randomly distributed in a 5 × 5 matrix. Preschoolers infered correctly the most likely outcome and showed a minimal understanding of randomness by preferring the uniform rather than random distribution of items. Such findings have both methodological and educational implications for further research as already the notions of chance and probabilities are integrated in Preschool Mathematics Curricula worldwide.