以研究会为学术平台加强马克思主义理论学科建设——访高校马克思主义理论学科研究会副会长兼秘书长张雷声教授

本刊记者:张老师,您好!今年6月高校马克思主义理论学科研究会成立了,中国人民大学作为发起单位之一,您作为研究会的副会长兼秘书长,能否谈谈研究会成立的主要情况?     

知识的进步与进步的知识——拉卡托斯的知识论及其在教育中的意义

知识问题是教育学关注的一个焦点。拉卡托斯的知识论是目前最优秀的知识理论之一。它合理地建构了知识体系的模型，清楚地勾勒了人类知识进步的图景，为教育工作者对知识进行选择和评价提供了明确的标准，对中国教育学界有重要的借鉴作用。     

海商与元代东南社会

元代是继宋之后东南地区海外贸易发展的又一个高峰时期，中国海商活动的范围进一步向西延伸；海商经济实力进一步增长，成为东南地区一支举足轻重的社会力量。海商在地方社会中的影响日渐增长，东南地区的社会生活中出现了一种十分明显的士商亲融现象，士人一反传统的抑商老调，开始对商人与商业大唱赞歌。     

日本的“脱亚入欧”与中国的“三甲纪念”

清末民初，日本“武力派”在中日关系史上造成了“三甲纪念”。“甲午之役”是日本“脱亚”历程的起始，其“入欧”地位因“甲辰之役”得到巩固。“甲寅之役”及其“后幅文章”显示出日本对华政策和国家目标发生新转折。以后，它由“脱亚入欧”、“与欧美列强为伍”，向强化“攻势”姿态、“欲以独力并吞中国”的方向发展。在和平与发展已成为时代主题的今天，回顾日本“脱亚入欧”和中国“三甲纪念”的历史记忆，有助于中国人珍视当今百年未遇的历史机遇，也有助于仍留有“崇欧蔑亚”文化心理的一些日本人正确解读当年与邻国的战史，使中日两国建立一种互信、共存、双赢的睦邻关系。     

LEARNERS' EMOTIONAL AND PSYCHIC RESPONSES TO ENCOUNTERS WITH LEARNING SUPPORT IN FURTHER EDUCATION AND TRAINING

ABSTRACT:   This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.     

支持虚拟学习环境情境时空维度的用户研究

随着可用的无线移动设备的不断增长,人们对信息检索的需求也越来越大。基于时间的调度服务和基于坐标的定位服务被视为情境感知应用的两个基本点。目前,基于时间的情境感知服务已经应用较多,但存在不能个性化测量等问题。基于坐标的定位服务能否成为常用的基于时间服务系统的替代方法？基于时间和空间维度的RSS信息检索小应用程序的用户研究显示：两种应用程序都有助于接收信息、支持学生组织自己的学习,但是在个人空间中不论基于空间的服务还是基于时间的服务,效果均不突出,而且位置信息被视作不太适宜的环境信息。     

How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai,China

Curriculum reforms with a focus on helping students ‘learn to learn’ are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward.