法制现代化理论的流变:基于西方法学史的考察

考察西方法制现代化理论的流变有助于廓清其内在理路,并为中国法制现代化事业提供有益的经验借鉴。西方早期的法律发展理论是法制现代化理论的思想渊源,系统的法制现代化理论形成于美国的法律与发展研究运动。法制现代化理论受到了来自于依附理论和世界体系理论的有力批判;在回应批判的过程中,法制现代化理论有了新的发展,出现了多元化的倾向。     

Towards an integration of the theory of planned behaviour and cognitive behavioural strategies: an example from a school-based injury prevention programme

Adolescent risk-taking behaviour has potentially serious injury consequences and school-based behaviour change programmes provide potential for reducing such harm. A well-designed programme is likely to be theory-based and ecologically valid; however, it is rare that the operationalisation process of theories is described. The aim of this paper is to outline how the theory of planned behaviour and cognitive behavioural therapy informed intervention design in a school setting. Teacher interviews provided insights into strategies that might be implemented within the curriculum and provided detail used to operationalise theory constructs. Benefits and challenges in applying both theories are described with examples from an injury prevention programme, Skills for Preventing Injury in Youth.     

Elaborating the structures of a science discipline to improve problem-solving instruction: An account of Classical Genetics' theory structure,function, and development

Situating the conceptual knowledge of a science discipline in the context of its use in the solving of problems allows students the opportunity to develop: a highly structured and functional understanding of the conceptual structure of the discipline; general and discipline-specific problem-solving strategies and heuristics; and insight into the nature of science as an intellectual activity. In order realize these potential learning outcomes, the reconstructions of scientific theories used in problem solving must provide a detailed account of (1) realistic scientific problems and their solutions; (2) problem-solving strategies and patterns of reasoning of disciplinary experts; (3) the various ways that theories function for both disciplinary experts and students; and (4) the way theories, as solutions to realistic scientific problems, develop over time. The purpose of this paper, therefore, is to provide further specificity regarding a philosophical reconstruction of the structure of Classical Genetics Theory that can facilitate problem-solving instruction. We analyze syntactic, semantic and problem-based accounts of theory structure with respect to the above criteria and develop a reconstruction that incorporates elements from the latter two. We then describe how that reconstruction can facilitate realistic problem solving on the part of students.     

宗教研究中的理论和材料:从单一到多元

科学的宗教研究的出场依赖于人们在宗教研究中是否采用了严格意义上的科学理论。宗教研究中所运用的资料是具有多样性。在宗教理论研究之先要坚持材料的优先性地位。单纯的材料可以批驳某种既定的理论,但不是以建真情一种新的替代性理论,宗教研究中材料种类的多样性必然要求与之相应的理论的多元化宗教不能还原为某一种理论或学主产。但它势必包括各种理论和学说。值得注意的是,宗 多元的、不可化的理论共同体中不是唯一发挥作用     

课程改革中的教育理论创新问题

新课程改革遭遇教育思想和理论的迷茫与困惑。具体表现为:外国文化土壤生发的教育理论,难以适应中国本土的现实选择;现有教育思想和理论的生成机制,不提供课改实施的支持环境;国外个人本位的教育理论主张,难以调和中国社会本位的价值取向;课程实施条件不足,教学研究跟进不够。基于此,应该从三个方面探求教育思想和理论的创新途径:培育和完善教育思想和理论的创新机制;继承与创新中国传统教育思想;借鉴与创新西方现代教育理论。     

Two schemes of intellectual development: A comparison of development as defined by william perry and jean piaget

The theories of Jean Piaget and William Perry provide two different theories of intellectual development with several similiarities, but also with critical differences. In this study a comparison was made to determine whether the two theories describe operation of the same mental structures or two fundamentally different aspects of intellectual development. The results, based upon individual interviews of all participants, indicate that the two theories outline different and independent processes for assessing intellectual development.     

佛教变异与禅宗的新生

西方文论中国化是重建中国文论话语的横向动力,本文以佛教的文化异质性﹑佛教的中国化变异以及中国化的佛教——禅宗为研究对象,揭示西方文论中国化的转换规则和切实路径。相信佛教中国化的经验可以为西方文论中国化与中国当代文论的重建提供启示和借鉴。     

Explaining Learning: From analysis to paralysis to hippocampus

This paper seeks to explain learning by examining five theories of learning—conceptual analysis, behavioural, constructivist, computational and connectionist. The first two are found wanting and rejected. Piaget's constructivist theory offers a general explanatory framework (assimilation and accommodation) but fails to provide an adequate account of the empirical mechanisms of learning. Two theories from cognitive science offering rival explanations of learning are finally considered; it is argued that the brain is not like a computer so the computational model is rejected in favour of a neurally‐based connectionist model of learning.     

从上下文语境角度对比分析《红楼梦》汉英语篇照应

文章以系统功能语言学的上下文语境理论为基础,结合Halliday与Hasan的衔接理论,采用实证法对比分析章回体小说《红楼梦》汉英语篇中的照应关系,探讨并归纳其异同点以及差异的原因,以期对翻译实践有所启示,进一步检验系统功能理论在汉英语篇对比研究中的可操作性,从而为小说的汉英语篇对比研究提供一种新的研究角度和思路。     

中国教育史学研究的学理辨析:一种研究路径的澄明

中国教育史学的研究境况不容乐观.研究路向的驳杂而且分散,真正意义上争鸣的缺失,以及积重难返的传统学理思维路径,均导致鲜有学理色彩浓厚的作品问世,从而在根本上制肘了中国教育史学的理论建设.中国教育史学有必要保持作为一门学术性科目应有的本色,理性地辨析中西方学术理论的相互关系以及它们对于中国教育史学的作用和影响,重新澄明研究思路应有的路径,从而进一步推动理论研究的正常发展.     

论当代中国教育理论的来源与贡献

教育理论在发展中受惠于传统教育理论、西方教育理论和相关学科理论,三大理论来源为教育理论提供了研究的问题意识、研究方法、研究传统,丰富了教育理论的表达方式,为研究中知识的增长和教育理论的发展进步提供了一种＂科学情境＂或＂科学氛围＂,以及在此情境与氛围的熏陶下形成了新的教育理论。     

Education and the Three ‘P's: policy,politics and practice A review of the work of S. J. Ball

Theories of organisation actually become ideologies, legitimisations for certain forms of organisation. They deploy arguments in terms of rationality and efficiency to provide control. The limits that they impose upon the conception of organisations actually close down the possibility of considering alternative forms of organisation. This is nowhere more clearly evident than in the current application of management theories to schools. Such theories marginalise empirical studies of school practice and dismiss the folk‐knowledge’ of teachers as irrelevant. They are as significant for what they exclude as for what they include (Ball, 1987, p. 5).     

服装设计专业教学存在的问题及解决途径

本文就服装设计专业教学过程中所存在的问题进行阐述。并就目前可行的改革思路提出建设性意见,以便推动本专业领域创新教育的发展,为改革该专业的教学体制及构建服装设计创新能力培养的途径提供理论依据。     

Tracing discourses of social action: inner-city Sydney neighbourhood centres

This article reports on my doctoral research around community organizations in the inner city of Sydney, Australia. The neighbourhood centres (NCs) provide a case study of sites where discourses of feminism, multiculturalism and urban environmentalism have been activated within a social justice framework. The research participants were activists involved in the establishment of the organizations and community workers employed by the organizations in the past. These activists and community workers have an interest in structural theories of social change; however, the introduction of theories from post-structural and post-modern perspectives into the research conversations provided a way to talk through dilemmas identified in community organization practice. This points towards a productive use of ‘post’ theories in examining community practices and also opened up some surprising directions in the research. For example, the language of political subjectivity and pos itioning provided additional tools for the activists and critical community workers to locate their place in contemporary social and political discourses that surround understandings of ‘the local’ and ‘community’.     

浅议毛泽东关于执政党建设的理论

中共执政后,如何加强自身建设是中国共产党人一直面对和必须解决的重大理论问题和现实问题。对此,毛泽东结合实际,提出了关于执政党建设的一系列正确的理论观点,推动了党的各项工作的开展,也为今天执政党建设提供了宝贵的经验和借鉴。     

Coordination of theory and evidence: Effect of epistemological theories on students' laboratory practice

Students' views about science were correlated with their approaches to lab practice. Three distinct cases are discussed in detail: empiricist‐oriented, rationalist‐oriented, and constructivist‐oriented students. A coherent epistemological theory was constructed for each case, by considering the different degrees of certainty and confidence each student attributed to theoretical versus experimental knowledge in science. These theories could explain the difference between the students' methods of preparation for the lab session and their approaches to writing the lab report. It was shown that overconfidence in one type of knowledge led to oversimplification of the relation between theory and evidence. Findings suggest that epistemological theories play a crucial role in determining whether and how students coordinate theory and empirical evidence in their lab practice. Inspecting and correcting students' lab reports in accordance with these findings can offer an easy way to identify students' epistemological theories and to provide appropriate feedback. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1134–1159, 2007     

成人教育发展的现代理论解读

社会发展史表明,我国成人教育发展总是与现代理论体系的进步息息相关,现代理论体系中的构建社会主义和谐社会理论、终身教育理论、人力资本理论、教育公平理论、高等教育大众化理论等,为当代成人教育的发展提供了理论指导和精神基奠,而当代成人教育实践又为现代理论的完善与发展提供了实践素材和经验信息。     

Cognitive Theory and the Use of Computers in the Primary Classroom

Research investigating the role of computers in the primary classroom is closely linked to the body of knowledge concerned with theories of learning and child development. Research is presented as an attempt to provide scientifically supportable reasons why computers are effective in education. Having established a theoretical base for computer use in primary classrooms, this paper then examines the educational application of cognitive theory to classroom instruction.     

An Alternative Understanding of Education and Empowerment: Local-Level Perspectives of Refugee Social Integration in the United Kingdom

This article draws on research with a group of refugee women who attend English for speakers of other languages (ESOL) classes at a community center in London. It considers the role education can play in their social integration processes, employing an approach that has been developed from feminist notions of empowerment and social practice theories of literacy and language use. It suggests that an exploration of factors that regulate their opportunities to access resources, expand agency, and experience opportunities they value from a gendered perspective is crucial for understanding how to provide more suitable avenues for refugee women’s social integration in the United Kingdom.