From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project

This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky’s project) underwritten by ideology of social justice. The common foundation for sociocultural approaches is developed by dialectically supplanting relational ontology with the notion that collaborative purposeful transformation of the world is the core of human nature and the principled grounding for learning and development. An activist transformative stance suggests that people come to know themselves and their world as well as ultimately come to be human in and through (not in addition to) the processes of collaboratively transforming the world in view of their goals. This means that all human activities (including psychological processes and the self) are instantiations of contributions to collaborative transformative practices that are contingent on both the past and the vision for the future and therefore are profoundly imbued with ideology, ethics, and values. And because acting, being, and knowing are seen from a transformative activist stance as all rooted in, derivative of, and instrumental within a collaborative historical becoming, this stance cuts across and bridges the gaps (a) between individual and social and (b) among ontological, epistemological, and moral–ethical (ideological) dimensions of activity.

试论唐诗用典的宗汉意识

唐诗宗汉缘于唐代与汉代具有多方面的可比性，符合诗歌隐秀含蓄的艺术需要；仿效汉人做诗的风格和方法。唐诗用典宗汉意识的表现主要为直呼唐朝为汉，借汉人名；借汉代事；用汉地名；用汉时物；用汉时官名；用汉人著作典等。     

谈高职院校法律基础课的教学改革

法律基础课是高职院校思想品德课的重要组成部分,其课程性质决定了其教学根本任务在于培养和提高大学生的法律素质,但目前法律基础课教学在供给与需求、教材体系、教学方法、教学内容等方面存在诸多问题,如不及时解决,必将影响我国高职教育的发展;结合高职实际,从教学内容、教学观念、教学方法、作业布置等方面阐述《法律基础课》教学改革思路。     

The Dog's Tale: Chinese,Hungarian and Swedish children's narrative conventions L'Histoire du Chien: Les conventions narratives chez les enfants Chinois,Hongrois et Suedois El Cuento del Perro: Convenciones en la forma de narrar de niños Chinos,Hungaros y Suecos

The purpose of this study was to explore children's (6-7 years) making up of their own stories in different cultures (China, Hungary and Sweden). Ninety-three children were asked individually to tell a story about a dog. They were supposed to invent the story themselves. Qualitative differences in children's life worlds, which could be related to their cultural backgrounds, stood out in the results. The characters used in the children's stories could be summarised in terms of family members, ordinary humans, unusual persons, harmless animals, dangerous creatures, and fantastic characters. The most characteristic events were: play and co-operation, conflicts and fights, death, and exchange of commodities. The Chinese children focused mainly on play and co-operation, while the Hungarian children focused on conflicts and the exchange of commodities. The Swedish children focused on play and death. The results are discussed in relation to traditions and practices of retelling and telling of stories and children's life worlds in different cultures. L'objectif de cet étude est d'explorer la forme dont les enfants (de 6-7 ans) construisent des histoires dans des cultures différentes. On a demandé à 93 enfants de raconter une histoire de leur propre invention sur un chien. Les différences existantes dans l'expérience de vie des enfants, susceptibles d'être mises en rapport avec leur milieu culturel, apparurent dans les résultats. Les personnages des histoires racontées entrent dans les catégories de membres de la famille, personnes ordinaires ou extraordinaires, animaux inoffensifs ou dangereux et personnages de fantaisie. Parmi les actions les plus characteristiques se comptent le jeu et la coopération, les conflicts et les disputes, la mort et l'échange d'objets. Les enfants chinois se sont concentrés sur le jeu et la coopération, les hongrois sur les conflicts et l'échange d'objets et les petis suédois sur le jeu et la mort. On discute les résultats de l'étude à la lumière des traditions, des pratiques narratives et de l'expérience de vie des enfants dans des cultures différentes. El objetivo de este estudio es explorar la forma en que niños (de 6 y 7 años) construyen sus propias historias en diferentes culturas (China, Hungría y Suecia). Se solicitó a 93 niños por separado que contaran una historia de su propia invención sobre un perro. Las diferencias existentes en la experiencia vital de estos niños, pasibles de ser relacionadas con sus respectivos medios culturales, se hicieron evidentes en los resultados. El tipo de personajes que aparecen en las historias entran en las siguientes categorías: miembros de la familia, seres humanos ordinarios o inusuales, animales inofensivos o peligrosos y personajes de fantasía. Entre las acciones más características se cuentan el juego y la cooperación, los conflictos y peleas, la muerte y el intercambio de objetos. Los niños chinos se centran en el juego y la cooperación, los húngaros en los conflictos y el intercambio de objetos y los niños suecos en el juego y la muerte. Los resultados del estudio se analizan en relación a las tradiciones y prácticas narrativas así como a la experiencia vital de los niños en diferentes las culturas.     

计算智能算法的研究现状

对几种智能计算方法及其特点作一个简明的综述,其中着重介绍模拟退火、神经网络、遗传与演化算法和禁忌搜索算法。讨论了各种计算智能算法的共性。最后指出了智能计算方法的发展趋势,对智能计算方法的推广应用具有重要意义。     

社团组织参与法律援助的运作机制研究

社团组织参与法律援助具有其独特的优势，但目前在具体的运作方式上还存在相当多的空白，因此应当建立健全一系列的制度予以促进和规范，使法律援助真正成为实现社会公平与正义的有力手段，为更多的社会弱势群体提供法律帮助。     

The role of authentic assessment in developing authentic leadership identity and competencies

The need to develop assessment practices that are contextualised, meaningful for students and closely linked to real-world challenges has been increasingly recognised in higher education. This is particularly relevant for leadership development programmes that are assumed to have a work context embedded in their content and assessment components. Assessment practices currently used in higher education focus mostly on testing academic knowledge, rather than on enhancing leadership competencies. This research used an abductive approach to investigate how the application of authentic assessment can assist in developing authentic leadership competencies. Thematic analysis of written reflections of 24 students revealed that authentic assessment, accompanied by self-reflection, not only enhanced students’ comprehension of theories and improved their leadership skills but, more notably, helped students develop elements of self-concept, which is a key aspect of authentic leadership. Our findings demonstrate that authentic assessment combined with a reflective piece can assist students in the development of their self-understanding and authenticity as leaders.     

Please Follow Us

The media are normatively expected to play significant roles in conflictual discussions within national and international communities. As previous research shows, digital platforms make scholars rethink these roles based on media behavior in online communicative environments as well as on the structural limitations of the platforms. At the same time, traditional dichotomies between information dissemination and opinion formation roles, although seemingly universal, also vary across cultures. We look at four recent conflicts of comparable nature in the United States, Germany, France, and Russia to assess the roles that legacy media have performed in the respective ad hoc discussions on Twitter. Our approach differs from previous studies, as we combine content analysis of tweets by the media and journalists with the resulting positions of the media in the discussion graphs. Our findings show that, despite the overall trend of the “elite” and regional media sticking to information dissemination, online-only media and individual journalists vary greatly in their normative strategies, and this is true across countries. We also show that combining performance in content and social network analysis may allow for reconceptualization of media roles in a more flexible way.     

冷漠依赖与沉浸体验:移动短视频用户持续使用意愿研究

[目的/意义]探索用户持续使用短视频背后的心理机制,引入冷漠依赖这一构念解释为什么用户在感受到短视频应用带来的消极体验后依然继续使用。[方法/过程]基于"情境刺激-性能体验-持续意愿"框架,构建短视频应用的持续使用机制模型。通过问卷调查法收集数据,采用PLS-SEM对381份问卷样本进行实证检验。[结果/结论]结果表明,由碎片化所代表的负面情境刺激对情感疲惫有正向影响,由娱乐性、信息性、社交性所代表的正面情境刺激会正向影响活力;沉浸感对活力和持续使用意愿之间的调节作用不显著,冷漠依赖正向调节情感疲惫与持续使用意愿之间的负向关系。