论汉魏六朝道教小说内容的嬗变

汉魏六朝道教小说内容的发展演变主要表现在三个方面:一是神仙世界中仙人的形貌由异于常人到向常人的变化;二是世人的求仙道路经历了一个由帝王将相到普通百姓、由服食耗资巨大的丹药到成本低廉的山间花草果实的发展过程;三是神仙与世人的交往,有两种情况,即仙人主动接近普通人和普通人的主动寻访仙人。     

Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education

Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement.     

关于高职人才培养目标的思考

明确人才培养目标是确保高职人才培养质量的前提.政府确立的人才培养目标只是一种原则性意见,需要高职院校结合当地经济发展水平、自身的办学条件及专业特点细化为具体的人才培养标准,并以此检验人才培养质量;在确立人才培养目标时,须充分考虑学生主体的利益诉求,忽视学生的利益诉求既不利于调动学生的主观能动性,也会造成技术浪费;在确立人才培养目标的方法方面,应将哲学演绎与科学实证相结合,通过科学实证的方法确立社会经济发展的现世需要,通过哲学演绎的方法确立人类永恒的价值追求.     

The testimony of neoliberal contradiction in education choice and privatisation in a poor country: the case of a private,undocumented rural primary school in Uganda

With international momentum to achieve ‘Education for All’ by 2015, global attention is being paid to those parts of the world where mass formal primary schooling is relatively new. Uganda is such a place. In the context of ethnographic fieldwork at a poor, undocumented, private primary school in rural Uganda, parents were interviewed in order to better understand their conceptualisations of education during this ‘massification’ era. The interviews reveal interesting contradictions between the espoused neoliberal principles and the nuances with which they describe education. In the absence of a robust public schooling system, privatisation has emerged to fill the gaps in educational provision as the country finds itself caught between the international mandate for free primary education and the lack of capital.     

析颜李学派的两个学规

颜元和李塨都是清初知名教育家,同为颜李学派最主要成员。在其教育活动中,他二人各立有一个学规。分析研究这两个学规,比较其同异,探寻其根源,追索其意义,不仅可以从中窥知颜李二人的教育思想,而且其中的创新意识,对于当今的教育改革,仍然具有一定的借鉴意义。     

论思想政治教育在卫校教育中的应用

1984年,国家教育部正式批准思想政治教育学科成立,从此思想政治教育学科的发展建设走上了规范化的道路。思想政治教育研究主要经历了理论探索与经验积累、理论的开拓形成、创新与发展三个发展阶段,期间也取得了相应的成果。但是,随着时代和教学的改革发展,思想政治教育学科的建设随之也出现了一些值得我们注意的问题,这对学科以后的发展有一定的影响,所以需要我们对其思考,不仅要找到问题所在,还要分析原因,提出解决的办法,目的在于不断完善和提升思想政治教育学科更快更好的发展,更有助于社会的进步。     

跨文化视野下的高校德育变革

随着国际交流日盛,异质、异域文化的冲击已日益为人们所关注。德育是孕育于教育“母体”之中的有机组成,因此,思考跨文化教育理论对当前高校德育的借鉴意义,在跨文化视野下寻求高校德育的变革,是高校德育当下必须回答的问题。跨文化视野下的高校德育,应树立“包容”与“扬弃”的目标观,走向跨文化的“公正”与“共生”。     

学校管理者权威形成的“显性模式”与“隐性模式”

作为科层制组织的学校,管理者权威是不可或缺的。以工具理性而言,管理者权威可以通过指令和物质诱因为主的管理方式,依赖规章制度、物质刺激等"显性模式"获得;但从价值理性的角度看,作为社会专业性组织的学校管理者权威,应当以促成教职工认同管理者秉承的办学理念为目标,建立双方合作—激励关系为指向,通过价值观念、教育理念和工作方式等认同的"隐性模式"来构建。     

儒家思想对学校体育教学的消极影响

儒家思想作为中国悠久传统文化的主体和灵魂,随着社会的发展演进为中华名族的一种主要的文化心理结构。儒家思想对社会的各个领域都产生了深刻的影响,它所宣扬的思想对学校体育教学有着重要的影响。     

古今穿行游刃中西——论白先勇短篇小说特色

白先勇善于从传统中寻找资源,在传统题材与现实生活间自如地穿针引线,又别求新声于他邦,系统接受了西方现代文学理论的影响.他兼采传统与现代、中国与西方文艺理论和艺术手法之长,在短篇小说中表现出古今穿行、融会中西的艺术特色.     

Academic performance,course completion rates,and student perception of the quality and frequency of interaction in a virtual high school

This study examined the relationship between students’ perceptions of teacher–student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student perceptions on the quality and frequency of teacher–student interaction. Quality of interaction was subdivided into three constructs representing feedback, procedural, and social interaction. A confirmatory factor analysis helped to establish the fit of the statistical model for teacher–student interaction. Hierarchical logistical regression indicates that an increase in the quality and frequency of interaction resulted in an increased likelihood of course completion but had minimal influence on grade awarded. The estimated effect for quality and frequency composite items on completion was .83 and .56 respectively. Low practical significance of student–teacher interaction on grade awarded may be the result of mastery-based teaching approaches that skew grades for the completers toward the high end.     

河南省普通高中教育经费政府投入的实证分析

利用官方公布的数据,对河南省1998—2006年政府投入的普通高中教育经费进行描述统计分析,并对照国内同期其他省市的普通高中教育经费投入情况,认为河南省普通高中教育经费政府分担的比例偏低,提高学费增加普通高中教育经费收入的空间不大,并在此基础上提出政策建议。     

审视广东高中阶段教育:问题、原因与对策

改革开放以来,广东省的教育事业取得了长足进步,其综合实力从处于全国落后地位逐步进入全国先进行列。1996年,广东在全国率先实现了“两基”的目标。1999年后广东高中阶段教育也进入了快速发展时期。但从广东教育自身发展的需求来看,高中阶段教育的规模、水平、结构、质量等仍存在较为突出的问题,离《广东省教育现代化建设纲要》提出的“2010年基本普及高中阶段教育”这一目标的差距还很大,成了制约广东教育现代化发展水平的“瓶颈”。因此,为广东高中阶段教育的发展寻找问题、分析原因、商讨对策,是教育政策制定者、教育理论研究者和实际教…     

基于分层的高职高专英语差异教学刍议——一种教育过程公平的研究视角

高职高专英语科生源个体差异严重。基于分层的差异教学尊重个体差异,充分发掘个体潜能,从教学对象分层、目标分层、教学过程分层及评价分层等诸多方面保证每一个学生都能在原有水平上得到应有的提高,将有力地促进教育过程公平的实现。     

A Critical Pedagogy of Ineffability: Identity,education and the secret life of whatever

Abstract

In this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project (a distinction I take from Marx). To articulate whatever singularity I situate the concept within the work in which it appears, and then take a detour into Agamben’s general philosophical project. I propose that, for critical pedagogy to take whatever singularity seriously, it must uphold a respect for the ineffability of being, which entails in part the suspension of dialogue. To help flesh out what I mean by this proposal, I turn to a fragment of Lyotard’s philosophy and his critique of democracy. I conclude by addressing a pressing ontological critique of Agamben, which leads me to argue for a materialist appropriation of the figure of whatever singularity, one that is held in tension with ontological concerns of identity.     

Hating school, loving mathematics: On the ideological function of critique and reform in mathematics education

Students’ engagement with fictions in the form of “word problems” plays an important role in classroom practice as well as in theories of mathematical learning. Drawing on the Dutch historian Johan Huizinga and the Austrian philosopher Robert Pfaller, I show that this activity can be seen as a form of play or game, where it is pretended that mathematics is useful in real life in a way that it is not. With Pfaller, I argue that play can take hold of the imagination of the players, infusing everyday life with meaning borrowed from the imagery of the play and that these effects are more powerful when the play is forced and takes an institutionalized form. I show that mathematics education does in fact have these characteristics, including sophisticated mechanisms for translating in-game performance (test scores) to real-life goods (grades and examinations). A central theme of the article is the perceived discrepancy between mathematics education as it is, and how it supposedly could and should be in light of the properties of mathematics. The analysis implies that this gap actually is an effect of play and thus an inherent property of mathematics education itself.     

论人文精神视野下的中学体育教学观改革

中学体育是通过育心最终达到育人的教学活动,其最终目的是"为了一切学生的发展"、"为了学生的一切"。人文精神视野下的中学体育教学观改革将体现以下特点:由重视知识传授向重视能力培养转变;由重视教法向重视学法转变;由重视结果向重视过程转变;由重视继承向重视创新转变;由重视认知向重视发展转变。这一系列的转变,使体育教育更具人性化,更能促成学生的全面发展。     

论想象思维在法律教学中的运用

法学教育是以传授法律知识、训练法律思维、培养合格法律专业人才为内容的教育活动。但目前传统法学的教学模式尤其是案例教学还存在着相当大的问题。教师应注重想象思维的运用,不仅局限于课堂上的授课方式,也应应用于课外的教学实践环节,使学生在轻松的氛围中,理解并掌握枯燥的法学理论。     

论高等教育体制改革之依法治校机制构建

依法治校既是依法治国方略的重要体现,也是和谐校园建设的重要基础。正确认识和理解依法治校,明析目前依法治校的实际问题,探索依法治校的有效途径,对推进我国和谐校园背景下高校依法治校机制建设具有重要现实意义。     

在校未成年学生意外伤害法律问题探析

保护在校未成年学生的人身安全是全社会的共同责任。以法律的形式明确学校、学生及其家长的权利与义务 ,是依法治教的重要内容之一。本文论述了在校未成年学生及其监护人、学校的管理责任与监护的关系、学校承担过错责任的条件 ,以及如何处理学校与家长因学生意外伤害引发的纠纷等法律问题