Describing students of the African Diaspora: Understanding micro and meso level science learning as gateways to standards based discourse

In much of the educational literature, researchers make little distinction between African-American students and students of the African Diaspora who immigrated to the United States. Failing to describe these salient student differences serves to perpetuate an inaccurate view of African-American school life. In today’s large cities, students of the African Diaspora are frequently learning science in settings that are devoid of the resources and tools to fully support their success. While much of the scholarship unites these disparate groups, this article details the distinctive learning culture created when students from several groups of the African Diaspora learn biology together in a Brooklyn Suspension Center. Specifically this work explains how one student, Gabriel, functions in a biology class. A self-described black-Panamanian, Gabriel had tacitly resigned to not learning science, which then, in effect, precluded him from any further associated courses of study in science, and may have excluded him from the possibility of a science related career. This ethnography follows Gabriel’s science learning as he engaged in cogenerative dialogue with teachers to create aligned learning and teaching practices. During the 5 months of this research, Gabriel drew upon his unique lifeworld and the depth of his hybridized cultural identity to produce limited, but nonetheless important demonstrations of science. Coexistent with his involvement in cogenerative dialogue, Gabriel helped to construct many classroom practices that supported a dynamic learning environment which produced small yet concrete examples of standards based biology. This study supports further investigation by the science education community to consider ways that students’ lifeworld experiences can serve to structure and transform the urban science classroom.

从诗人之情到哲人之思——《诗经》二雅与竹简《老子》的契合与演进

《诗经》二雅与竹简《老子》的契合主要表现在写作旨趣相近,表现出“绝智弃辩”的思想和“无为而治”的政治主张。所不同的是：二雅所描绘的多是些具体的现象,而《老子》则从哲学的高度对其进行抽象的概括。两者的相同之处,反映了春秋时期儒道两家思想的融合;不同之处,反映了由西周到春秋学术个性的变迁。     

批评话语分析中的隐喻现象研究——以腾讯QQ致用户信为例

批评话语分析（critical discourse analysis）作为语言学中新兴发展的学派,其主要目的是通过分析人们设计的符号来揭示语篇中含而不露的意识形态。隐喻（metaphor）作为认知语言学中的一个重要理论,近年来受到国内外学者的广泛关注。隐喻与社会性之间的关系在某种程度上把认知理论与批评话语分析结合起来,使构建认知批评话语分析框架成为可能。本文以分析CDA中的隐喻现象为基点,旨在探讨构建认知批评话语分析框架的可行性与优势;发掘大众语篇背后隐藏的意识形态并呼吁读者以批评的眼光阅读此类语篇。     

专题教学法在高等土力学教学中的探索

专题教学法作为研究生课程高等土力学教学改革的尝试,具有实际运用的现实性和教学方式的灵活性。从确定授课内容、授课形式和考核方式等三方面总结了运用专题教学法的构成要素,并介绍了专题教学法的实施要点和实际教学效果。实践表明,专题教学法能把提高研究生独立科研能力的培养目标落实到课程教学中,并能在加强研究生自学能力的同时,激发学生的创造力和想象力。     

扩招背景下提高实践教学质量的方法研究与实践

探讨了扩招背景下工程训练实践教学面临的机遇和挑战,对工程训练中提高教学质量的方法和途径进行了研究,提出了通过构建工程训练体系、实践教学保障体系和考核评价体系提高实践教学质量的思路,并结合整个教学团队的工作实践,阐述了在实践教学中的应用情况.     

省级化学实验教学示范中心的建设与改革

以河北科技师范学院化学实验教学示范中心为例,阐述了实验教学示范中心建设与改革的重要性,同时对化学实验教学中心的进一步建设与改革提出了建议。     

“守住自己的精神家园”的红学研究——读胡文彬先生近作《感悟红楼》兼论目前红学的一种倾向

胡文彬先生的红学著作向以短小精粹、言之有物、贴近文本、贴近读者见长。其新著《感悟红楼》是这种研究方向的代表。面对目前存在的将《红楼梦》研究泛娱乐化、非文学化、非学术化、神秘化的倾向,我们应该提倡胡先生这种＂辅导读物＂式的研究。     

军队营养与食品卫生学本科实习培养模式初探

军队营养与食品卫生学是一门应用性很强的学科,传统的实习培养模式虽然能使学员全面熟悉教研室的日常工作,但对实习学员的综合应用能力培养不够,难以满足我军对军事预防医学复合型人才的需求。本教研室近年来尝试开展了实习培养模式改革,包括建立实习学员导师制、制定学科综合实习计划及制定实习学员课题制,使实习学员综合应用能力和独立工作能力得到显著提高,学员普遍反馈良好。     

“破难题、创特色”的实验教学改革的探索

阐述了在实施“高等学校本科教学质量与教学改革工程”中本科实验教学“破难题、创特色”的实验教学方式和内容改革内涵,介绍了广西区级示范中心“生命科学实验教学中心”在此方面的做法和所取得的效果.