帛书《要》与传世文献观念之比较—以五行、德义为中心

帛书《要》的五行与德义观念与传世文献相同或相似。从对五行的论述看,《要》与《尚书·洪范》、《左传》文公七年、《国语·郑语》、《墨子·经说》中的五行内容相同,排列顺序不同,五行内部都不存在相生相克关系,说明《要》之五行可能是早期的形态。从德义的角度看,《要》与通行本《易传》中的《大象传》相似的思想倾向是以德论《易》,在肯定人的德性的同时,并未忽视天道的作用,天道与人事相互贯通。     

《周易》与阴阳五行学说新探

《周易》与阴阳学说和五行学说有着密切联系,正是以《周易》为基础,形成了成熟的阴阳学说和初步的五行学说。     

试论正史《五行志》的演变--以"序"为中心的考察

《五行志》是中国古代正史的重要内容,《五行志》的“序”概括了史家修撰的旨趣和意图,是我们认识《五行志》演变脉络的一条很好的途径。从班固开创《五行志》到宋初,历代《五行志》都记载了大量灾异和事应,并作出解释,以此劝诫帝王。宋以后的《五行志》成为灾害物异的汇编,不再记录事应,对灾异的感应要靠帝王自己去领悟了。     

简帛《五行》篇的发现与研究

简帛文献《五行》篇出土后,国内外各界学者对简帛《五行》篇进行了深入而细致的研究,在诸如简帛《五行》篇的创作时代、作者、学派归属问题;简帛《五行》篇的比较研究;思孟＂五行＂与传统的＂金、木、水、火、土＂五行之间的关系;荀子为何对思孟＂五行＂学说进行批判等问题上,都取得了丰硕的成果。通过学界的不懈努力,我们不仅知道了什么是思孟＂五行＂说,也得以知道荀子在《非十二子篇》中所批判的＂思孟学派＂是于史有征的。     

论匡正汉主是班固撰述<<汉书·五行书>>的政治目的

《五行志》作为班固新设的四志之一 ,在《汉书》中具有特殊的地位。与刘向《洪范·五行传》不同 ,《五行志》只记灾异不言祥瑞 ;从它选择的史事、依据的理论渊源以及当时的政治发展看 ,匡正汉主应是班固撰述《五行志》的政治目的。     

试论《黄帝内经》之"五行"与《春秋繁露》之"五行"

五行是中国古代哲学最重要的范畴之一,最早出现于《尚书》。大致有两种含义:一是直观朴素的含义,二是神秘主义含义。五行到西汉时期得到发展,通过对董仲舒的《春秋繁露》中的五行思想与《黄帝内经》中的五行思想进行比较,从而发现董仲舒的《春秋繁露》发展了五行的神秘主义思想,而《黄帝内经》发展了五行的朴素唯物主义思想,明析五行在中医学与中国哲学中的不同作用和意义,由此得出:中国古代医学与哲学存在水乳交融的联系,中医学是中国哲学的实践,中国哲学又是中医学的理论指导。     

四众五行合三藏——谈五行学说在《西游记》中的体现

四众五行合三藏——谈五行学说在《西游记》中的体现王圣乙五行学说，作为中国传统文化中的重要内容，在《西游记》中得到了充分体现。这里，仅就孙悟空、猪悟能、沙悟净和白龙马四众本身的属性及其相互关系，谈一下五行学说在《西游记》中的体现。在五行学说看来，事物之...     

《尚书·洪范》与汉易卦气学

《尚书·洪范》本文中的"五行"没有生克关系;"九畴"中的"五事"、"庶征"也并非统属于"五行";汉易卦气学实际与《周易》占筮学没有多大关系,本质上更近于汉人的《洪范》学;《系辞传》中关于《洛书》与《易》卦有关的说法并不可信;作为汉人《洪范》学与《周易》学结合基础的八卦方位说与五行方位之间的矛盾,说明八卦与五行原本就是两种不相关的东西.     

试论我国早期阴阳五行说与地理的关系

一阴阳五行说是我国古代的哲学理论,它的起源很早,依据现存材料,阴阳说可说最先表现于《周易》,五行说可说最先表现于《尚书·洪范》。在其后的《左传》、《国语》、《老子·道德经》、《列子》、《管子》、《吕氏春秋》、《黄帝内经》、《淮南子》、《春秋繁露》等典籍中,都有关于阴阳五行说的记载。总的来看,所谓阴阳说,是古人认为宇宙间的一切事物和现象都存在相互对立而又统一的两个方面,以阴和阳来代表,阴和阳是互相依存、互相斗争的,一切事物和现象就是在这种对立统一之中不断发展变化着。五行说的五行,     

现当代学者评析正史《五行志》综合研究——以《后汉书》等为中心的考察

在中国史学史上,《五行志》因内容"关诸天道,不复系乎人事"而长期遭受质疑和冷落。20世纪以来,随着自然科学史和人文学科研究新领域、新方法的开拓创新,学者开始对《五行志》进行重新审视与定位。20世纪有关魏晋南北朝正史《五行志》的研究散见于各类论著中,呈现明显的阶段性特点。80年代前,研究主要集中在对《五行志》性质的界定;80年代后则出现新的研究视角及论著,并梳理出一些研究价值。近年来的若干专题性研究成果,主要关注于《五行志》特质及其与社会的关系等方面的分析。     

数学教学中学生创新意识的培养

为培养学生的创新意识和创新思维能力，数学教师在教学中应引导学生勤于思考、质疑，以孕育创新；大胆猜测、联想，勇于创新：一题多法，以培育创新；引进开放题型，拓展创新。     

Leaping Out of Our Skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society.     

论培养和提高师范生写作思维能力的环节

本文对如何培养和提高师专中文专业生写作思维能力的问题进行了探讨,主张在写作教学中教师必须把握好四个环节：一是明确思维特点,讲授思维方法;二是抓住写作理论课堂,引导学生走上科学思维轨道;三是加大文章赏析力度,锻炼科学思维能力;四是抓好习作实践,提高学生写作思维能力。     

What successful black South African students consider as factors of their success

Black South African students have a poor success rate in school leaving mathematics examinations. Attempts have been made to shift teachers' practices from teacher-centredness to learner-centredness, in Black schools, in order to improve the situation. So far, the attempts failed to yield the desired results. This paper reports on the findings of a study that aimed at learning from students and teachers in Black schools, as to what classroom practices lead to success in school mathematics, in their impoverished context.This revised version was published online in October 2005 with corrections to the Cover Date.     

英语否定转移的表达方式及其汉译

否定转移是指位置上与一个词或短语放在一起的否定词,有时在意义上或逻辑上可转移到去否定另一个词或短语。通过总结英语否定转移的四种表达方式,即从一般否定转移到特指否定;从特指否定转移到一般否定;从一种特指否定转移到另一种特指否定;从否定主句谓语动词转移到否定从句谓语动词,来探讨其在汉语中的翻译,以期进一步提高翻译的准确性。     

Making sense of young people’s digital practices in informal contexts: The Digital Practice Framework

There is a growing body of research looking at young people’s use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people’s digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people’s digital practices in informal contexts and how these differences arise, you first need to be able to describe and categorise those differences in meaningful ways. You need to be able to answer the question “How do young people use digital technology in informal contexts?” in order to be able to answer questions such as “How do children’s digital practices in informal contexts vary?” and “Why do children’s digital practices vary?”. This paper is significant because it introduces The Digital Practice Framework, an original, theoretically informed, tool to fill this critical gap in the literature. It goes on to indicate how this framework has been used to analyse the factors that facilitate or hinder the development of young people’s digital practices in informal contexts.     

The Scientist as School Teacher

Many scientists, driven by the teaching impulse, idealism, or the wish to see science thrive in the United States, take up one or another form of school teaching or participate in programs designed to enhance science teachers' knowledge of science and science teaching skills. Funding is available, from governmental and private sources, to support innovative programs designed to increase the supply of well-trained science teachers. The provision of new funds to support graduate programs in fundamental science that provide a separate track for graduate students who choose a career in teaching, in preference to a career in the laboratory, is a particularly promising development. It is essential that such programs include proper training in pedagogy. Above all, the Nation must recognize the need to provide proper long-term salary support for science teachers in the public schools countrywide, if any of the programs to improve teaching is to succeed.     

A Case Study of Preschool Children’s Musical Interests at Home and at School

In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities. We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities where they could take active part in the educational process. The parents reported that at home the children preferred most to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music. The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on the choice of music activities and music contents and on the experience in the music environment of the family.     

Problematizing the processes of participation in networks: working through the rhetoric

Participation in networks, both as a concept and process, is widely supported in environmental education as a democratic and equitable pathway to individual and social change for sustainability. However, the processes of participation in networks are rarely problematized. Rather, it is assumed that we inherently know how to participate in networks. This assumption means that participation is seldom questioned. Underlying support for participation in networks is a belief that it allows individuals to connect in new and meaningful ways, individuals can engage in making decisions and in bringing about change in arenas that affect them and that they will be engaging in new, non-hierarchical and equitable relationships. In this paper, we problematize participation in networks. As an example, we use research into a decentralized network – described as such in its own literature – the Queensland Environmentally Sustainable Schools Initiative Alliance in Australia – to argue that while network participants were engaged and committed to participation in this network, ‘old’ forms of top-down engagement and relationships needed to be unlearnt. This paper thus proposes that for participation in decentralized networks to be meaningful, new learning about how to participate needs to occur.     

‘Teachers should be like second parents’: affectivity,schooling and poverty in Mexico

The paper highlights the importance of affectivity in school retention in public secondary schools in Guadalajara, Mexico, in a socioeconomic context where the students themselves often decide whether to stay in school or to drop out. In such contexts, students' feelings towards the school and the teachers can become crucial in deciding whether to persist with school or not, especially when they are already under pressure due to economic difficulties and other family pressures. Yet currently, pressures to achieve efficiency in schools limit staff capacity to establish more personal contact with students. The article looks at how three key spaces within Mexican secondaries could potentially reinforce one another to help attend to students' emotional well‐being, but also points to obstacles that currently prevent these spaces from being used in a constructive way.