关于现阶段我国居民收入差距的理性思考

随着改革开放进程的发展，我国人民的生活水平有了显的提高，但是现阶段我国居民的收人差距却逐步拉开，因此引发了人们很多的思考。这里就人们关心的收人差距的现状及其成因、在中国收人差距的存在是否已经导致了两极分化以及如何能缩小这种收人差距，进而实现共同富裕，做以下初步探讨。     

思想实验与逻辑分析：哲学的核心--以盖提尔思想实验为例

哲学意味着爱智慧,其要义是合理地相信。哲学并不仅仅是知识的集合体,它更是一项批判性思维活动,在这种活动中我们学会如何论证。正如盖提尔的两个著名的例子所表明的,思想实验是达到这一目的的有效方法。思想实验实际上就是在语言层面考虑各种不同情境,通过穷尽一切可能地举反例的方法从而有效地检验概念间的逻辑关系是否成立,这样可以使抽象的哲学问题具体化。因此,思想实验与逻辑分析构成哲学的核心。     

两岸客家民间文学比较研究

海峡两岸客家民间文学有异同之处。闽台客家民间文学与中原传统民间文学有关,同出于北方口头文字体系,台湾客家民歌是随客家人迁台带入的,腔调各有特点。台湾客家民间文学有别于闽南人的民间文学,民间故事有共同共享的地方,讲述所操方言有差别。     

Student teachers’ indirect complaining in learning groups

This article focuses on indirect complaining in teacher education. The phenomenon of complaining in educational situations has not been examined as a process before. In this study complaining was examined in naturally occurring learning group sessions, which were videotaped and analysed through Conversation Analysis (CA). The purpose of this study is to describe the beginning of complaints and find ways to handle situations including complaining. The data comprise 26 pedagogically focused discussions that included indirect complaining. These were categorized into four classes: discussions which produced accounts, advice‐giving discussions, discussions expressing different viewpoints, and discussions mainly expressing affiliation. Discussions in the first three categories can be seen as investigative: in these discussions student teachers produced explanations or new interpretations of complained situations, or gave advice to correct the complained situation. Hence, although complaining is defined as having at least two negative elements (there must be something wrong in the complained‐of situation, and the stance of the complainer towards it must be negative), there was also something positive in the processes of the discussions that included complaining, namely investigation. When the second turns of the discussions including indirect complaining were studied, it was observed that invitations to define the complained‐of situation seemed to engender investigative discussions, whereas like‐mindedness or further complaint as the second turn seemed to engender discussions expressing affiliation. An invitation to define the complained‐of situation is suggested as a tool for developing complaints into investigative discussions.     

Children’s Typically‐Perceived‐Situations of Force and No Force in the Context of Australia and Korea

Typically‐Perceived‐Situation (TPS) refers to the situation rising spontaneously in an individual’s mind when she/he first thinks of a phenomenon or concept. The purpose of this study is to go well beyond the many studies that describe conceptions of force and explore children’s TPS of “force is acting on a thing” and “force is not acting on a thing”, and to do this in the differing contexts of Australia and Korea. Data were collected by drawings and written explanations from 145 Grade 6 Australian children and 150 Grade 6 Korean children. These data showed some significant differences between the Australian children’s and Korean children’s TPSs. For example, considering the whole context of children’s TPS, the contexts of “someone pushes or pulls something” and “someone/something is floating in the air or not moving because there is no gravity” were the most frequent ones, as a “force” and as a “no force” situation respectively, in the case of Australian children, while “a sort of energy is provided into someone/something and they can be active/working” and “a sort of energy is not provided into someone/something and they cannot be active/working”, were most frequent in the case of Korean children. These differences are very likely the consequence of different everyday meanings for the word “force” in the two cultures. In addition, it appears that these children’s TPS affect their judgement of “force” and “no force”.     

Talking about maths

This article looks at why talk is important for young children learning mathematics, how talk fosters mathematical understanding and the importance of having something to talk about by relating maths to real situations. It then looks at the revealing comments of some four and five year old children talking about simple number activities linked to a favourite rhyming story song they had been singing.     

论外语教学行动研究的重要性

This article mainly gives a brief introduction to the general idea of Action Research and the wayshow it can be applied in the foreign languages teaching. A very practical teaching approach can be derived fromthe study of Action Research,and so we can do something better to manage how to teach to learn and how tolearn to teach well in the real situation.     

浅谈中师生物和初中生物教学的衔接

本文从初中生物教学的主要现状出发,谈及如何做好中师生物教学和初中生物教学的衔接,让中师生对生物感兴趣,让他们学有所成。     

如何提高医学教育研究的质量——对知名医学教育研究机构的案例分析

医学教育研究机构是医学教育研究的最大影响因素,本文对知名医学教育研究机构进行分析,归纳其异同点,介绍其显著特色,并从学习借鉴的角度进行深层思考.     

Perspectives on Educational Testing: Discussion

What are the similarities and differences among the testing practices and tests that have been described in the preceding articles? How do the situations in these countries compare to what we are experiencing in the US.?     

使命管理视阈下的高校使命陈述——基于地方师范大学的考量

使命陈述是对组织使命的文字陈述,在国外高等教育界普遍存在。文章探讨了我国大学使命陈述的价值意义与章程、校训、远景、战略目标之异同,并通过主题要素编码框架、样本分析,对29所省属地方师范大学予以考量,揭示了师范院校的使命陈述现状：目前多数大学并无专门的使命陈述表现形式,多隐含在学校概况介绍中且使命陈述并非千篇一律,非常注重时时更新陈述内容,不同高校的使命陈述有共性也有特性。存在的问题体现在陈述方式及要素涵盖等方面。     

自主与传统语言学习环境的比较研究——一项基于SPSS11.0统计分析的实证调查研究

自主学习以多种理论为依据,在信息社会时代更显示了其强大的生命力。自主学习环境可以说为自主学习提供了优越的外部环境。本研究突破对单一教学环境进行研究的局限,通过问卷调查的形式,对自主学习环境和传统课堂学习环境下的自主学习问题进行了对比调查和研究,以弄清两种不同的教学环境下的学生对自主学习的理念和执行能力有何异同。问卷调查数据用SPSS11.0进行了统计和分析。     

理解教育:解释学的视角

理解是日常生活情境中的常用词汇,有领会体谅之意。但理解作为解释学的核心概念之一,又有其独特的含义和视域。伴随着我国基础教育改革的步伐,中国基础教育在进行着理论与实践探索,理解教育作为其中的一支力量也在不断建构自己的理论与实践体系。理解教育认为"理解"是教育世界的本质特性,克服教育情境中的误解依赖于理解。通过对理解理论之"理解"做以梳理,并从解释学的视角探究"理解"之内涵,力图对理解教育论进行一定的反思。     

Development of angle concepts by progressive abstraction and generalisation

This paper presents a new theory of the development of angle concepts. It is proposed that children progressively recognise deeper and deeper similarities between their physical angle experiences and classify them firstly into specific situations, then into more general contexts, and finally into abstract domains. An angle concept is abstracted from each class at each stage of development. We call the most general angle concept the standard angle concept. To investigate the role of the standard abstract angle concept in conceptual development, 192 children from Grades 2 to 8 were tested to find how they used it in modelling 9 physical angle situations and in expressing similarities between them. It was found that the standard angle concept first develops in situations where both arms of the angle are visible. Even at Grade 8, there are still significant proportions of students who do not use standard angles to represent turning and sloping situations. Implications for theory and practice are explored.This revised version was published online in September 2005 with corrections to the Cover Date.     

阅读理解的技巧和归宿

本文就阅读理解的有关技巧和目的,从实践的角度和理论的高度,进行了一些讨论,目的是为了引起英语学习者对于技巧训练的重视,使得阅读更有针对性,更富于成效。此外兼谈阅读理解与综合英语教学上的一些区别。     

教育方式的归因分析

归因即人们对自己和他人所做所为的原因进行的推测和分析.人们通常认为的赞扬、同情和帮助等积极的态度未必在任何情况下都能达到积极的效果,因为它与一个人的归因倾向有关.因此,如何运用、在什么情况下运用赞扬与责备、同情与愤怒、帮助与忽视才能起到预想的效果,这是心理学工作者应认真研究的课题.     

Androgyny and the Mentoring Role: an empirical study to examine for prominent mentor expectations

abstract

As part of an ongoing research design, we wished to examine how mentors behave whilst in the mentoring role. The starting point for this was a study to examine how mentors felt they were expected to behave in context; that is, an organised educational mentoring situation, as we recognised the importance of situation‐specificity. Prior to empirical study, we theorised that the mentor may be androgynous; or more precisely are able to display high levels of expressive and instrumental behaviour. Seven suppositions were examined. Our findings were that whilst in the role, mentors do indeed feel expected to blend and display high levels of both instrumentality and expressiveness. Further, the levels of expressive behaviour they perceived they were expected to display were significantly higher. The higher levels of expected expressive behaviour is not congruent with the androgyny literature: our samples proved an exception to the ‘masculine supremacy effect’. Also, that mentoring may require high levels of stereotypically feminine behaviour is something that the mass of mentoring literature has not discussed and may warrant further attention. We concluded that the diverse, complex and complicated nature of mentoring is met with expectations to display flexibility and versatility across situations — to take a proactive approach to coping with mentoring situational demands — such is not mitigated by gender. Their reported high expected levels of both expressive and instrumental behaviour are congruent with our theory of the androgynous mentor.     

Texts as Artefacts Crossing Sites: Map Making at Home and School

This article compares a child’s drawings at home with a child’s drawings at school. The drawings were of maps, which had been a school topic. As part of a longitudinal study looking at children’s text making at home and at school three particular homes were focused on for eighteen months. This article looks at one home – that of a six year old Turkish boy who lives with his mother and brother. The case study illustrates how children can take something learned at school and transform it at home. The article starts with discussing the text created in the home, then compares this to texts created at school. The point is made that children can activate meaning in a different way at home than at school. While this is one case study, it suggests that transforming artefacts across sites may be something children do that often goes undocumented.     

提高高校学生学习英语的兴趣

针对高校非英语专业学生学习英语缺乏热情的情况,本文从英语学习的乐趣,改变教学方式,丰富课堂内容,开展游戏和竞赛,实践学到的知识,发挥学生主观能动性和构建学习情景这几个方面进行探讨如何提高高校学生学习英语的兴趣。     

Contraceptive use and non-use among teenage girls in a sexually motivated situation

This qualitative narrative study examined contraceptive use and non-use in light of the Theory of Planned Behaviour. The purpose of this paper was to understand contraceptive use and non-use among Finnish teenage girls: why do girls use or not use contraception in a sexually motivated situation and how do the determinants of the Theory of Planned Behaviour (intention, attitudes, social norms, self-efficacy and preparatory behaviour) and situational factors affect girls' contraception-related behaviour? The data are comprised of the narratives of 41 girls regarding their experience with sexually motivated situations that involved contraceptive use or non-use. The narratives were analysed with narrative analysis, a categorical-content mode of reading. The findings suggest that, in light of the Theory of Planned Behaviour and its key determinants, attitude, intention and preparatory behaviour, like carrying condoms, having a condom available and discussing safer sex before intercourse, were not alone sufficient for predicting contraceptive use. The crucial element seems to be self-efficacy. This study provides situational information about adolescent girls' contraception-related decision-making and practical implications for health promoters and sex educators.