康有为“大同三世”说新探

康有为早期社会历史发展观与“大同三世”说之间有着非常明显的前后相承关系，前者确定了后者的基本内涵，是后者的真实起点。“大同三世”由古老的名词术语到成为康有为社会历史发展观概称的过程，实质是对今文经学不断改造，使其旧有的概念形式被赋予日渐增多的新思想内容的过程。戊戌政变后康有为重新解释“三世”内涵，明确添入原所未有的君主立宪主张，仍有其积极意义，不宜说成是思想“蜕变”。     

论教育操作思路的形成

教育操作思路是人对教育活动的理论构思，是教育实践的方法论。教育操作思路的形成，从结果上看，是一个既有合理性论证又有应用原则的教育操作模式的形成，从过程角度看，则是一定主体在一定教育观的指导下，对教育过程的精心设计，是一定主体面向“教育怎么做”的创造性活动。教育操作思路的形成，要求有一定的动力条件、认识条件和方法条件。教育操作思路的形成过程是围绕着教育操作模式的构建展开的，具体表现为教育操作模式的构建、合理性论证和操作原则的提出。     

西欧中世纪修女院的产生与发展探略

修女院的宗教生活可以说是西欧中世纪女性的宗教生活中最具特色的体现。为进一步了解西欧中世纪女性的精神生活，可从基督教禁欲主义的思想渊源、修女院的产生与发展、修女院的日常生活、修女院的功能与作用等方面进行探讨。     

非常时期的民间救济——以“庚子之变”后上海绅商义赈为例的探讨

“庚子之变”后，八国联军、散兵游勇以及土匪强盗在京津及其附近地区烧杀抢掠，导致难民大增，而清政府无力对灾民进行大力救济。以上海绅商为主组成的救济善会、济急善会等民间慈善组织，发动东南各省民间力量，大力组织义赈，有力弥补了官方在非常时期社会救济的暂时缺失，表明中国民间慈善事业在这一时期获得了新的发展，在非常时期民间与政府之间的关系出现了新的变化。     

方言与文化的立体观照--序林华东的《泉州方言文化》

泉州方言是汉语中存古成分最多的一个方言.将泉州方言和泉州文化互为观照,可以使泉州方言的研究更为深入,同时也为闽方言的研究提供有益的借鉴.     

汉语生命范畴及其词汇、词法、句法表现

生命范畴是语言里的基本范畴之一 ,它及其下位范畴在汉语的词汇、词法和句法中均有不同于无生范畴的映射或表现。在词汇层 ,有生范畴映射为区分不同有生本体及其动作行为、性质、状态的词汇单位。在性范畴中 ,有生范畴映射为名词有无性别成分标记 ,在格范畴中映射为名词主要充当核心格还是外围格的潜能。在句法层次上 ,主要表现为体词、谓词的有生性对句子语序结构的宏观制约和对句法成分的微观调控     

Globalisation and science education: Rethinking science education reforms

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.     

我国战略性服务产业的发展现状与发展政策研究

当前，我国战略性服务产业存在市场化掣肘、组织结构不合理、竞争力偏弱等问题。鉴于战略性服务产业对经济增长与发展的重大意义以及其在加入WTO后面临的严峻挑战，我国政府亟需运用产业政策手段对战略性服务产业进行扶持、培育。我国战略性服务产业发展政策的主要内容如下：对于竞争性服务采取市场化取向的政策举措；深化国企产权改革、确立合理的内部治理结构；引导建立合理的产业组织结构；实施人才激励机制培育产业发展所需的人才。     

Adult literacy practitioners and employability skills: resisting neo-liberalism?

We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen.