Deconstructing science

In this paper I expand on the premises of Jesse Bazzul’s thesis in his paper, Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity, exploring the implications of the ideologies within the culturally emerging logic of science exposes the incommensurability of intents and purposes in its methods and epistemology. I argue that science needs to acknowledge the subjectivity at its core to make space for non-absolute agents and new fields of study.     

Deconstructing test anxiety

Recent changes to educational policy which have focused attention on the use of high stakes testing as performance and accountability measures have renewed interest in test anxiety both in the UK and the USA. The aim of this paper is to provide a critical examination of the test anxiety construct, and explore the ways in which test anxiety is written about and conceptualised in the existing literature. It is intended that this paper would provide a companion to the comprehensive reviews that already exist, to provoke scholarly thought and debate around the existing literature, than to provide an additional review. Discussion is based around five themes: (1) how test anxiety is differentiated from the anxiety construct in general; (2) the differing conceptions of test anxiety in the literature; (3) the relationship between test anxiety and other, related constructs; (4) how measurement concerns have driven development of the test anxiety construct; and (5) the focus on worry and performance deficits leading to definitional problems. Two directions for future work are highlighted: first, to continue the exploration of test anxiety with other related constructs; and second, to develop qualitative approaches to the study of test anxiety.     

IS CHC student surface learner A cross-cultural perspective

In the past decades, the "CH"(Confucian Heritage Culture)learner phenomenon had aroused the interest of sociologists, educators and psychologists. Examination orientation, achievement orientation, use of repetitive learning, synthesis of memorization and understanding, and the use of recitation to bring about sharp focus for better understanding were some of the themes of these researches. This paper will explain what the general paradox of CHC learners is and how cultural difference can affect students' motivation for learning according to Chen and Stevenson's model of cultural influence, and discuss the major misconception of CHC learners' study approach.     

庶民研究：文化研究与后殖民的合流——《庶民研究》：解构史学

斯皮瓦克评论了《庶民研究》一书并发表了自己对这一问题的看法。该书作者从变化和危机的关系入手,把庶民看成历史变化的动因,以此来解构遮蔽了庶民意识的精英的历史编撰,斯皮瓦克对此表示肯定,同时她认为,庶民意识是一种建构而非天生,没有关于庶民和庶民意识的真理,由于精英阶层对认知失败的成功控制,庶民的意识不可能得到恢复。斯皮瓦克还对流言的作用和女庶民的从属地位进行了分析。     

解构学科的神话——透视沃勒斯坦的学科理论

沃勒斯坦从世界体系的视野所提出的一体化学科和建构历史社会科学的主张，在理论上颇有“野心”，它不仅要整合社会科学．还要整合自然科学与人学科。但这存在一系列的理论与实践问题。比如。学科边界的重叠并不意味着学科边界的消解。宏观理论与具体研究存在差距。学科之间的资源难以整合。所以，沃勒斯坦的学科一体化理论对我们重构社会科学虽有重要的启示。但也有矫枉过正之嫌。     

文化视角下师生关系新解构

教育过程中师生关系作为一个重要的因素影响着教育的成败,师生关系的紧张是教育过程中必不可少的部分,面对紧张的状况,大多数人从心理学、教育心理学等视角来试图协调这种现状,同时也作为热点引起理论界的极大关注。从文化的视角对造成师生关系紧张的原因进行阐释,同时提出相应地举措,并且其中也蕴涵了新型师生关系的新走向,这对解构文化视角下的师生关系有一定的借鉴意义。     

Deconstructing Meritocracy in the College Classroom

The purpose of this article is to discuss meritocracy as it impacts our undergraduate college teaching. As college educators, we have come to realize how little students have been challenged to critically examine the notion of meritocracy. Seeking to understand why this is so and what we can do to engender a more nuanced understanding of how social class is structured and perpetuated across generations, we present an assessment of why the majority of students believe we live in a meritocratic society and how college educators can use specific activities to complicate this view. As we do this we include evidence of how social class and social mobility are structured and why an adherence to meritocracy is, we believe, an anathema to teaching for social justice.     

桑塔耶纳美学的“解构”与“建构”

19世纪末20世纪初是西方思想家解构传统美学和建构新美学二者并举的重要时代.桑塔耶纳解构经典美学的“非功利性”和“普遍性”;建构“对象化”思维范式.桑塔耶纳认为美是情感的对象化.桑塔耶纳的“情感对象化”不是以外在客体对象表现主体内心情感,而是情感和感觉印象一起构建对象性事物.     

Deconstructing the Deconstruction Theory in Translation Study

Deconstruction is a philosophical or literary theory gradually formed and developed in 1960s.It is viewed as a philosophical trend against structuralism’s logocentrism.Although deconstruction theory brings us a new way of thinking toward translation,there exists some "fragments" of deconstruction theories which have caused an enormous amount of controversy.The author will list these "fragments" as to deconstruct deconstruction theory.     

假设检验CHC模式——特定学习障碍评估的新方法

假设检验CHC模式以Cattell-Horn-Carroll理论为依据,以能力—成就差异模式和干预反应模式为基础,通过提出假设并验证假设的方式,对特定学习障碍学生的一般认知能力、具体认知加工能力与学业表现进行评估,根据学生学习需求的个体差异对其进行干预。本文对检验假设CHC模式的理论基础、组成要素及其关系、操作流程进行论述,对其优势与局限性进行分析,以期为我国学习障碍评估研究提供借鉴与思路。     

Constructing and Deconstructing Masculinities through Critical Literacy

ABSTRACT This paper is set out in three parts. The first is a theoretical discussion about the ways in which we become gendered through the particular discursive patterns made available to us in our culture(s). The second provides a detailed analysis of a classroom in which the teacher, Mr Good, is working with the boys in his class to try to get them to take themselves up as literate in ways that might more usually be eschewed by boys who achieve hegemonic masculinity. The third part develops a definition of critical literacy that follows from the first two parts and which is relevant to the teaching of literacies to boys.