以师为本的教师自我发展的理念与机制--教师自我意识引领的发展

教师的自我发展是新时代教师职业和专业发展的核心成分，是当代学校促进教师成长的主要工作方式，是教师追求个人幸福的生活方式和生活习惯，是一种包含六要素的过程：自我诊断是基础、目标设定是前提、理论学习是条件、行动尝试是核心、理性反思是关键、创新实践求突变。     

刻不容缓:高等学校的创新教育——兼论创新学教学

我们已经步入知识经济时代,它是建立在知识的生产、扩散和使用基础上的,其本质上是一种创新经济,需要创新教育与之相适应。高等教育是知识经济的根本动力,高等学校是创新教育的最重要承担者。创新学教学对培养创新人才和创新性的教师具有基础性的作用。但是目前我国高校对创新学的理论研究和教学实践不够重视,大学生的创新教育状况不容乐观,加强高等学校的创新教育,刻不容缓。     

轻逸与沉重:当代历史小说的两种叙事

沉重是从"真"的角度看取历史,力主"真相"的浮现;轻逸则从"思"的维面,探询历史是怎样的和可能呈现的面相.轻逸较沉重而言,是"减重"式的做法,在叙事结构、叙事语言等方面,力主文本诗性、凝练、寓言化.沉重较轻逸而言,是一种"加重"的方式,作者或叙事者凭借为历史作证的勇气,直面并再现历史真实的面相,揭示过往的历史叙述如何遮蔽了真正的历史,并竭力彰显另类的历史,尤其是创伤性的历史,由此体现出鲜明的政治倾向性.     

爱因斯坦的创新思维及其启示

爱因斯坦倡导了一整套崭新的理论创造的思维方法：创设对立面思考,是他创新思维的主要手段;遵循美学规律思维,是他惯用于创造过程的基本技巧;运用直觉和灵感,是他创造思维的动力侧面;由假设走向演绎,是他的思维所采取的独特路线;叛逆传统、破除定式,是他进行理论创造的信念支柱。分析探讨爱因斯坦的思维方法,对于创新思维和创造活动具有重要的启发意义和操作价值。     

秀山花灯“跳团团”舞蹈动态特征及分析

秀山花灯是土家族、苗族、汉族等民族和谐共生互存的历史“百科全书”。它是一种集歌、舞、戏、吹打乐、琴弦乐和民间纸扎工艺以及民俗礼仪内容为一体的综合艺术,跳花灯舞蹈是其重要的组成部分,经历了从“跳团团”、“门斗转”（男围女）,到“二人转”的漫长过程。“跳团团”是跳花灯得以形成的原始基因,也是跳花灯的原始形态,具有丰富的文化内涵。     

论教学文化的性质

教学文化是一种课堂的文化,它是师生教学实践赖以展开的前提、背景和氛围;教学文化是一种活动的文化,它激活和创造了师生之间分享资源、传递信息、理解知识、发展能力或生成新知识等方面的行动和变化;教学文化是一种关系的文化,它通过一定的活动建立课堂内外的师生、生生、家校之间的关系,营造了教学主体与环境之间的关系,也反映了教学情境中时代变迁与教学者和学习者的关系;教学文化是一种显性与隐性交融的文化,它在传道、授业、解惑的同时,也传承、改造或创新了其特有的文化。因此,教学文化是一种持久成形的教学传统、思维方式、价值观念和行为习惯的类型或范式,是教学背景下师生的课堂生活方式。     

论人的有限性对认识“逻各斯”的困境

基于赫拉克利特的残篇,尝试从认识论的角度对赫拉克利特的"逻各斯"做出一种合理性的解读。首先,从两个角度对赫拉克利特的"逻各斯"进行解读,指出人通过智性认识的是一种可被言说的属人的逻各斯,这样的"逻各斯"是基于人的认识能力的一种"有";源初性的"逻各斯"本身是不能在属人的经验界限内得以认识的,正如赫拉克利特在残篇中所描绘的这是"那智慧者"的逻各斯,是一种作为万物之所以有的"无",其自己展开自身又返回自身。那么对"逻各斯"的认识也就陷入了一种困境。接着,通过分析表明在认识论中作为认识主体的人对源初性"逻各斯"认识的思维有限性即人的有限性是产生这样的困境的根源,其最为直接的也就表现为人的可"思"却不可"言说"的尴尬困境。最后,对人的思维有限性即人的有限性这一问题以及如何才能规避这一有限性从而直面"逻各斯"本身做出尝试性思考。     

联觉—移觉—通感:学科归属与通感的构成维度

联觉是人脑天生的一项特殊功能,它主要发生在生理层,主要是生理学或脑科学研究的对象;移觉主要是指人的实时心理出现的跨感官刺激——反应现象。它是人类后天社会心理的感觉自发行为,主要发生在心理层,属于心理学研究的领域;通感是人类言语行为的自觉建构,它主要发生在语言层。通感形成是一个动态的过程,它主要包括生理联觉、心理移觉和语言通感三个维度。     

“语文”的阐释

作为"天赋"的"语文"是指人天生具备、获得的语言本能。作为"素养"的"语文"是指人在言语实践中逐渐习得、学得和内化的一种综合语言素质。作为"学科"的"语文"是一个系统培养综合语言素质——理性和艺术地运用母语的素质——的逻辑体系,它所强调的是应该"学得"。     

邓小平以民为本思想的本质内容和时代特征探析

邓小平以民为本思想是马克思主义同中国特色社会主义实践相结合的新思想,它同历史上的民本思想有本质的区别。这种思想有其固有的本质属性和时代特征,是一种立足实际、体现时代精神、以"以民为本"为核心内容的科学思想。     

从《永别了,武器》中读海明威的反战观

海明威是西方文学史上最杰出的小说家之一。他的《永别了,武器》被认为是一部当代文学杰作,这部作品成功地描写了一战及其对青年人造成的精神上和肉体上的伤害,这种伤害是不可磨灭、不可愈合的。《永别了,武器》是一部反战题材小说,通篇都弥漫着反战思想,作品描述了战争的罪恶和残酷无情,它剥夺了人类的幸福。同时这也是一部自传体小说,作品中的主人公亨利就是海明威的真实写照。海明威以严峻的现实主义结合富有诗意的语言,对战争作了有力的抨击。     

CBI理念与电影欣赏在大学英语教学中的应用

CBI理念是指外语教学中基于某个学科或是基于某个主题开展教学的一种理念；它抛弃了人为地将外语教学孤立起来的传统教学方式，旨在为外语学习者创造一种接近学习语言的环境和氛围。本文介绍了CBI理念的概况及其在大学英语电影欣赏课中的应用，以期引起更多外语教学者的关注并进行该领域的探索。     

DNA sequence representation by trianders and determinative degree of nucleotides

INTRODUCTION Genomic DNA sequence analysis using wide range of statistical methods (Torney et al., 1999; Bulmer, 1987; Luo et al., 1998; Nieselt-Struwe, 1997; Fickett et al., 1992; Buldyrev et al., 1998; Azbel, 1995) and various symmetry investigations (Findley et al., 1982; Hornos and Hornos, 1993; Bashford et al., 1997; Bhry et al., 1998; Forger and Sachse, 1998; Frappat et al., 1998) is an extremely important tool for extracting hidden information on the dynamic process of evolu…     

让思维导图成为初中语文自主学习的拐杖

初中语文自主学习是学生在教师指导下,以语言文字为载体,在自我认知、体会、分析、思考、解疑等语文实践中形成语言思维能力的语文学习方式与过程。思维导图是一种用图画进行思考的新的思维模式,它是把语言中的隐性思维通过导图的形式进行显性化处理,它能快速理清思路、启发联想力和概括力;在对语言文字进行图像化处理的过程中,思维导图可以促进手脑并动,激发兴趣,从而实现有效的思维训练,有利于达成自主学习的目的。     

Equality,Class and Power: a case study

Connell et al. (1982) distinguish between ruling class schools which are articulated with their clients through a market and working class schools which are articulated with their clients through a bureaucracy. These distinct kinds of articulations between schools and clients feature in a subsequent explanation of inequitable distributions of educational benefits which explanation suggests certain equalitarian policies. However, the explanatory model is too simple. There is a significant third category of articulation which this paper identifies and describes. Indeed, this third category is the means by which government schools are co‐opted by the professional classes and transformed into the functional equivalent of almost totally subsidised private schools. This paper provides a case study of an instance of this third kind of articulation and exposes the various and subtle processes in which the articulation consists. It is also argued that the existence of this third category of articulation in government schools positively harms pupils in government schools articulated bureaucratically.     

论人文精神的内涵、价值及其培养路径

人文精神是起源于欧洲文艺复兴运动以来的一种人本主义思潮,是高度重视人的价值与尊严的一种科学态度,是人文知识内化于主体的精神成果;人文精神不仅是衡量一个民族、一个地区文明程度的重要尺度,而且是决定个人素质和成就的核心要素;人文精神的培养,一方面要通过社会人文环境的塑造,另一方面也取决于国民教育尤其是高等教育的成效。     

漫谈西周宗法伦理下的社会格局及其法律影响

西周社会是典型的宗法社会，其宗法特性深入社会的各个方面，形成了与世界其他古代社会不同的社会格局，对后世产生了深广影响。尤其是在法律生活和法律观念上的消极作用，使个人、下级、底层不能切实维护自己权益，所以，法律维权、法律斗争的无效，也应是中国封建社会长期延续的重要原因，是当今法制建设的重要障碍。     

JohnMcCarthy — Father of artificial intelligence

In this article we summarise the contributions of John McCarthy to Computer Science. Among his contributions are: suggesting that the best method of using computers is in an interactive mode, a mode in which computers become partners of users enabling them to solve problems. This logically led to the idea of time sharing of large computers by many users and computing becoming a utility — much like a power utility. The major contributions for which he is known is coining the term Artificial Intelligence to describe computer programs which seemingly exhibit intelligence, that is, computers perform tasks which when performed by humans require them to be intelligent. He was a life-long believer in using mathematical logic to describe knowledge, including commonsense knowledge, which led to the development of the subject of knowledge representation. He invented LISP (a programming language which has lived for over fifty years) to solve problems in Artificial Intelligence. Besides his technical contributions he was a great teacher and was instrumental in creating two famous schools in Artificial Intelligence: one at MIT and the other at Stanford.     

BEING A LEARNER: A VIRTUE FOR THE 21ST CENTURY

ABSTRACT:  Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of 'being a learner'– a virtue in the 21st century. A sense of one's own worth as a person is essential to understanding one's identity as a learner. Research suggests the human capacity to learn can be understood as a form of consciousness which is characterised by particular values, attitudes and dispositions, with a lateral and a temporal connectivity. This 'consciousness' has several dimensions which are all related to becoming a person, with a learning identity. They also enable the learner to become aware of and appropriate what is of worth and map onto the sorts of core values that learning communities espouse. Awareness of self and of one's own worth as a person is a necessary condition for 'becoming a learner' and for identifying and engaging with 'what is of worth'. Furthermore, a sense of self as a learner is formed in relationship, and understood as one learns to tell one's own story, as a participant in the conversation of the learning community. Character is the way in which we refer to that quality of personhood in which there is rooted the capacity to change and learn over time.     

流畅度,作文教学必须引进的维度

流畅度 ,是一个客观存在并被作文教学实际利用的维度。它解决了“可写”的问题 ,在作文教学中功不可没。它的引进 ,给了作文教学一个崭新的视角 ,操作方法与评价角度