论高校学生社团德育功能的构建

大学生社团是高校中具有重大影响力和凝聚力的学生群体,是高校思想政治教育的重要渠道。文章在分析学生社团德育功能内涵的基础上,就当前学生社团存在的德育功能缺失问题,提出着力构建其价值体系、组织体系、保障体系和活动体系,有助于完善和实现学生社团的德育功能。     

北京幼儿园教师全纳教育观念的调查

要在我国实施学前全纳教育首先要了解幼儿教师对全纳教育的看法。本研究通过问卷调查发现：北京幼儿教师对全纳教育对特殊及普通儿童的作用认识不足,缺乏全纳教育的经验和能力。此外,他们普遍对幼儿园招收残疾儿童持保守态度,对在自己班级里安排残疾儿童的态度消极,缺乏信心。应采取积极措施提高幼儿教师的全纳教育观念与能力。     

海派小说的“魔性”原型

男性文本中女性常常被异化为“天使”与“妖妇”两个极端。在中国,女人祸水论是妖妇形象产生的心理基础。男性对妖妇的恐惧是男人心中的阉割焦虑使然。蝴蝶、猫、狐狸是妖女形象常见的几种喻体。动物比拟是为了表明女人所具有的恶魔力量植根于女人的天性。在施济美等女作家的文本中,男性意义世界中的“妖妇”,实际上是一个善良的“天使”。戏拟手法既拆解了男性眼光中的女性神话,又消解了男性的主体地位。     

Students' mental models of the environment

What are students' mental models of the environment? In what ways, if any, do students' mental models vary by grade level or community setting? These two questions guided the research reported in this article. The Environments Task was administered to students from 25 different teacher‐classrooms. The student responses were first inductively analyzed in order to identify students' mental models of the environment. The second phase of analysis involved the statistical testing of the identified mental models. From this analysis four mental models emerged: Model 1, the environment as a place where animals/plants live—a natural place; Model 2, the environment as a place that supports life; Model 3, the environment as a place impacted or modified by human activity; and Model 4, the environment as a place where animals, plants, and humans live. The dominant mental model was Mental Model 1. Yet, a greater frequency of urban students than suburban and rural students held Mental Model 3. The implications to environmental science education are explored. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 327–348, 2007     

沈从文小说螺旋式时间结构

原始基督教、印度的佛教、中国的禅宗和道家都隐含着一个圆形时间信仰。沈从文受其影响在单篇小说内部也建构了近似圆形的时间结构。从他的整体构思来看,美伦美奂的湘西投射着仙乡神话的影子,是“乐园”图式;城市小说是“失乐园”的书写,失乐园又可找寻到变形神话的踪迹;唯美湘西的回归是永恒的守望,这遵循了螺旋式时间结构。     

阉割焦虑与衰老恐惧——《魔道》细读

以往关于《魔道》、《夜叉》这类怪诞的小说分析极少。只是指出它们对于人物的变态和病态心理作了一定程度的解剖和表现。这样的结论关于文本主题的开掘还远远不够。《魔道》是一篇极度寓立化了的小说,文本中种种隐喻符号传达了丰富的性文化的含义。从鲁迅的《狂人日记》到施蛰存的《魔道》,时代已发生了深刻的变化,令男性人物感到恐怖的已不是“大哥”式的家长,而是“妖妇”城市情欲世界的征服者,她们令男性陷入一种人格与精神分裂的状态中。文本中这几个令“我”神魂颠倒、恐惧害怕的女性形象,有着从陈夫人、巫婆到埃及艳后的僵尸的流变,即从年轻、衰老到死亡的变化过程。这其中蕴含着作家及小说中的“我”对美人迟暮的恐惧。     

Reading Instruction in Lower Primary Classes: A Second Observational Study

1985 marked the beginning of the implementation of the Reading and English Acquisition Programme (REAP)—a programme aimed at retraining lower primary English teachers in reading and English language instruction. This programme covering 90 schools in 1986 evolved from research conducted by the Institute of Education personnel. The Reading Skills Project (see Ng, 1984), a 3-year study, examined pupils' reading progress from Primary 1 to 3 in 35 schools; a teacher-observation study looked into reading instructional activities in 24 of the above schools. There was simultaneously a search for reading instruction approaches suitable for the Singapore classroom followed by a small feasibility survey on a chosen approach; a re-examination of in-service reading courses and a literature search for strategies for programme implementation. The present study attempts to discuss only the teacher-observation facet of the total research work behind REAP. In view of the fact that Singapore-based teacher-observation studies are few (see Evaluation of CLIPS, 1981) and studies on the teaching of reading in lower primary still fewer (see Ng, 1980), it is important to first record the research findings for the study done in 1984, and their implications for classroom practice. As this study both replicates and extends a similar study done earlier, teacher educators and educational authorities may find, from the accumulated experience, confirming evidence of directions for a retraining programme for reading teachers, and the urgent need for both curriculum and instructional change in this field.     

Mathematics teaching during the early years in Hong Kong: a reflection of constructivism with Chinese characteristics?

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre‐primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child‐centered, play‐based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed.     

Developing Multicultural Competence Using the Structured Peer Group Supervision Model

Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.     

Multiculturalism,Diversity, and Social Advocacy: A 17‐Year Content Analysis of Counselor Education and Supervision

The authors summarized (a) data regarding multiculturalism, diversity, and social advocacy represented in Counselor Education and Supervision (CES) over a 17‐year period (1989–2005, Volumes 28–45); (b) type of articles (i.e., research vs. theory) represented; (c) research methodology and applications used; (d) journal editor and related terms; (e) primary contributors and related institutional affiliations; and (f) the breadth and scope of the data regarding key topics represented. Seventy‐eight articles met inclusion criteria. Data indicate the extent to which multiculturalism, diversity, and social advocacy were represented in CES.