任昉研究综述

任昉是中古文学研究中的一个冷门。全面总结一千五百年来任昉研究的成果,弄清楚人们对任昉、任昉诗和任昉学问的看法,指明进一步研究的方向,对推动任昉研究、丰富和补充中古文学研究有较大的学术意义。     

浅谈高职英语教学中的文化教育

语言是文化的载体,是文化的主要表现形式。学习一门语言并不仅限于语言本身,更涉及到文化能力的培养,这既是培养交际能力的重要方面,也是现代英语教学的重要内容。高职英语教学主要以培养学生的英语应用能力为目的,通过在教学过程中渗透文化知识教育,既能提高学生学习英语的积极性与主动性,又有利于培养学生应用英语的能力,提高学生的英语综合素质。     

汉语早期儿童时间意识的开始——“了”的习得意味着什么?

本文在标记关联理论和原型范畴理论框架内探讨汉语早期儿童“了”的习得内涵,认为事态变化标记Le2和体标记Lel都与时间意义存在标记关联：当Le2和Lel表示“过去”意义时是时间意义与事态变化意义和体意义的无标记关联,并且Le2和Lel表示“过去”意义是它们的原型意义;否则为时间意义与事态变化意义和体意义的有标记关联,并且非“过去”意义是k2和Lel的非原型意义。本文对三名汉语早期儿童使用的“了”做了穷尽性统计研究,发现：1．早期儿童习得的“了”,无论是Le2还是Lel意义都比较单纯,是各自的原型意义;2．Le2和Lel都基本表达过去时意义,这意味着早期儿童已经具备了时间知识,“了”是汉语早期儿童最早使用的时间意义标记;3．早期儿童先习得Le2,后习得Lel,说明早期儿童对时间范畴的习得是从整体到局部的,其方向由外向内,即先习得外在时间结构,后习得内在时间结构。我们认为：儿童语言习得情况一方面可以验证一些普遍的语法理论,另一方面也可以对某些习以为常的观点进行修正。     

A comparative study of how social cohesion is taught in Islamic religious education in Finland and Ireland

Abstract

Based on classroom observations and semi-structured interviews with teachers, parents and students, this comparative study looks at how social cohesion is promoted in Islamic Religious Education (IRE) lessons in Muslim schools in Ireland and non-faith schools in Finland. The study analyses teaching in the following areas: intra-religious cohesion; inter-religious cohesion and commitment to society. The findings reveal that despite differences in the governance of IRE as a subject taught in both types of schools, the IRE classroom emerges as a space, whereby teachers use power as agents for internal governance of religion. The authors conclude with some implications and offer some considerations for future research and practice.     

论非言语行为美的教学价值

在课堂教学中，教师运用美学规律，把握非言语因素在教学实践中的审美教育作用及其心理效应，会使课堂形成一种和谐美的气氛，使学生始终保持积极、主动、愉快的心情，并创造出最佳的教学效果。     

Raising Health Literacy and Promoting Empowerment to Meet the Challenges of Aging in Hong Kong

This study aimed to determine the educational needs of members of the public and related professional disciplines in order to improve health literacy in elderly issues. A cross-sectional survey was conducted in 2007; 2,694 subjects were recruited from the noninstitutional Hong Kong population aged 16 years and over. Undergraduate students of health care professions, professionals working at the hospitals, and the seniors were purposefully over-sampled. Results showed significant knowledge gaps and misconceptions. The gaps were more prevalent with increasing age in general, although they also existed among health care professionals. Public education should target the revealed areas of knowledge gaps and misconceptions.     

Secondary School Students' Difficulties in Learning the ‘Mole Concept’ — A Preliminary Study in Singapore

This study uses the relevant test results from the Second International Science Study and the Local G.C.E. ‘O’ level Chemistry papers to show some difficulties faced by Singapore students in understanding the mole concept. It also advocates that in teaching and learning the mole concept, teachers should make use of every opportunity to train students to “think in mole or number of particles” rather than to follow rigidly certain patterns to solve problems. “Think in mole” is the key to many problems, and hence the fundamental skill in solving all the problems in the mole concept.     

谈新时期的师德建设

师德话题由来已久。在新的历史时期师德有了新的内涵,同时也出现了新的问题。要充分认识教师职业的特殊性和进一步加强师德建设的意义。加强师德建设必须从师德教育培训系统、师德建设管理机制、师德建设奖惩机制和监督机制等方面入手。     

Regenerating narrative inquiry for teacher growth on a Toronto-Shanghai Sister School partnership landscape

In this paper, I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’ experiences in a particular Toronto–Shanghai/West–East Sister School reciprocal learning partnership. I show how this narrative inquiry process is informed by a Deweyan way of thinking about experience and is enriched by the Confucian idea of being a good guest. I illustrate how this inquiry process involves teachers and researchers as collaborative and reciprocal learners on the Dao of further personal and professional growth and learning. I suggest that conducting narrative inquiry in a Canada–China interschool setting could give rise to West–East reciprocal learning communities that have the potential of bridging the cultural and historical narratives that underlie Chinese and North American education. It could also create the harmonious and democratic educational conditions for fostering global citizens as learners in our 21st century.