经验主义学习风格理论概览

学习风格是二语习得研究中的一个重要话题。相对于其他学习风格类型,DavidKolb提出的经验主义学习理论（ExperientialLearningTheory）框架下的学习风格类型很少受到关注。鉴于此．笔者从理论基础、风格类型、测量工具、国内外研究概况、理论研究优势与不足等几方面对经验主义学习理论及其学习风格研究做了回顾,以期引起同行更多关注．从而进一步推进该理论研究。     

我国大学生就业动机性因素研究的计量学分析

对收录在中国期刊网上的611篇大学生就业动机性因素研究的文献（2008年-2012年）进行了计量学分析,结果发现：1．就业动机性因素研究集中于观念、期望（期待）、兴趣三个维度,而在动机本身、态度两个维度明显不足;2．就业动机性因素研究方法的选择上单一,仅通过一种研究方法论证结论,文献法和调查法是最常用的两种方法。3．研究类型多样化,三种研究类型以及之间的结合均有涉及;4．研究方式以独立研究为主,出现了省际、国际问的合作,且研究力量的地区分布广泛。     

福州地区植被覆盖遥感估算及变化分析

基于NDVI植被指数和改进后的像元二分模型,定量估算了福州地区1989年和2000年植被覆盖度,得出植被盖度分级,研究了福州地区1989—2000年植被覆盖的时空变化．研究结果表明,福州地区11年间总体植被状况稳定,1989—2000年植被覆盖的总面积增加了98．63km^2,增加的面积占区域总面积的0．83％;植被覆盖度为80％～100％的类型增加的面积最多,60％～80％的类型减少的面积最多;覆盖度为0～20％的类型变化率最大,为42．9％,覆盖度为60％～80％的类型变化率最小,为9．12％．     

现代汉语"吗"问句的信息结构与功能类型

文章以“吗”问句为研究对象,探讨了以下几个问题：1．根据“吗”字的历时演变过程析离出了现代汉语“吗”问句的三种功能类型：询问求知句、猜度求证句和反诘质疑句;2．运用传息语法的有关理论分别考察了影响“吗”问句功能类型的几种信息结构;3．运用信息结构的分析方法对某些同形异义的“吗”问句进行了析离;4．在余论中,还提到了其他影响“吗”问句功能类型的因素。通过以上的分析．文章试图说明信息结构是制约人们理解问句功能类型的主要因素之一。     

中小学教师科研的三种定向

本文介绍了中小学教师科研的三种类型：教学研究、教学科研和教育科研,分析了三者的内涵及相互关系。并从研究目的、对象、过程、成果、科学性等方面厘清了三者的区别．以期帮助中小学教师对科研进行准确定位．     

文化视野下的自我建构理论和研究

介绍了近年来具有影响力的跨文化研究范式——独立的自我和相互依存的自我建构理论．阐述了其存在的社会文化背景以及跨文化研究中发现的自我建构对于认知、情感和动机等心理过程产生的影响。从文化内部个体差异、文化变迁和文化类型三个角度提出了在未来研究中应注意的避免简单化．以发展的眼光看待文化,在注重文化所具有的发展的性质同时,还应该考虑文化范式类型等问题。     

小说类型研究:理论与实践──中国现代小说类型研究引论(之一)

本文从类型研究的理论难题切入．借助中国传统哲学中的几对范畴，如有限／无限、有／无、变／常，对类型研究作为一种方法论的哲学基础做了探讨。结合中国现代小说史上的一些具体类型形态，对类型研究这一方法进行了初步的操作。类型研究是一种面对中国小说研究现状而提出的新的批评实践。本文的结论是，类型研究将作为“突破口”，为摆脱目前中国小说研究困境而体现出其应有的理论潜力。     

有机硅消泡剂的研究进展

综述了消泡剂的发展历程、消泡机理,接着介绍了有机硅消泡剂的类型、性能及研究现状,并对其发展趋势进行了展望．     

北京小学生爱国主义教育活动嬲查报告

本研究采用自编问卷对北京三所不同类型小学中的248名四年级学生的爱国主义教育活动的内容、认知、形式、效果、评价等情况进行了调查，研究结果显示：1．三所小学四年级学生爱国主义教育活动的整体参与状况良好；2．学生对爱国主义教育活动的态度在性别和父母是否党员上没有差异；3．不同类型的学校在爱国主义活动的教育效果和评价方面有差...     

刍议体育场地器材设计中的“对称”美

设计关学是在现代设计理论和应用的基础上,结合美学与艺术研究的传统理论而发展起来的一门新兴学科．在所研究范围中体育场地和器材设计对于设计美学体现得非常明鲜,尤其是其中的对称美设计理念．对称关是一种独具一格的“平静之美”,能给人们带来愉悦感,满足人们向往和谐的心理．本文通过对设计美学的解读,对体育场地、器材中的对称美类型给予了重点分析．研究发现,体育场地、器材所体现的对称美可以分为完全对称美、同心对称美和轴对称美三种类型．     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

文学的当下境遇与未来命运

当下文学的贫血突出表现为它的包装化与炒作化、表演化与矫情化、泛美化与生活化。这在很大程度上反映了当下文学内部存在的历史理性与价值理性的矛盾、科技理性与价值理性的矛盾、世俗生存与精神承担的矛盾。欲拯救当下文学 ,须张扬生命精神 ,保持思的张力 ,怀有一颗童心。