在关爱中找到自信的力量

面对学生,教师不仅要有丰厚的人生积淀,深厚的文化底蕴和丰富的教学经验,更重要的是学会用心对待每一个学生。在日常的教育教学中,教师应充分信任学生,对学生给予鼓励,用暗示的语言或行为来引导学生,从而使学生获得自信心。     

Universities and the humanities,then and now

Over the centuries, universities have functioned as gatekeepers and treasurers of received knowledge, while concomitantly furthering innovative contributions to society. Yet, when cultivating research ‘silos’, universities encourage scholars to explore in seeming isolation. Out of such tensions, universities have supported, and will continue to pursue, different kinds of, and approaches to, furthering knowledge and creativity. In the past, the humanities had been central to this mission. More recently, however, the efficient and global acceleration of consumer-oriented ‘knowledge production and consumption’ seems to form a critical factor upsetting the centrality of the humanities in university cultures. In this context, exploring the academic communities of the late middle ages proves to be a useful exercise. Forged in strong relationships with ecclesiastical and secular powers, mediaeval universities nonetheless share critical concerns with today’s academic institutions; thus, they too were constrained by the need to attract and exact excellence, to navigate relationships with their immediate environs, and to train professionals, who could ensure continuity in academic communities, the church, and the imperial courts. In other words, mediaeval universities also experienced polarising tensions that reveal consonances between then and now and that can gloss today’s acceleration driving the consumer model of knowledge production and consumption, while also encouraging scholars to form more explicit links to external constituencies.     

Vygotsky’s sociocultural theory in the context of globalization

The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes: the phylogenetic (humans undergoing natural evolution), the cultural-historical (social activity of humans), the ontogenetic (individual lifespan), and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time-space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially-situated investigations of educational development and transformation, and opens another way into the global, for example investigation of the role of global mediation in learning.     

Film scenes in interdisciplinary education: teaching the Internet of Things*

The Internet of Things (IoT) is gaining importance in education owing to its rapid development. This study addresses the importance of interdisciplinary education between technology and the humanities. The use of films as a teaching resource is suitable for interdisciplinary education because films represent creative forecasts and predictions on future human society, helping the public realize what could occur in the future. By utilizing films in instruction, students can be trained to understand the three key functions of IoT and acquire the ability to develop creative applications of IoT. An IoT teaching model using the films Minority Report (2002), Big Hero 6 (2014), Iron Man 3 (2013), Her (2013), and Transcendence (2014), all of which depict various applications of IoT that could be helpful in the teaching of the functions and concepts of IoT, is suggested; an interdisciplinary class is carried out for 15 weeks following the model. The effectiveness of the class is measured using quantitative analysis, qualitative analysis, and reflection journals. The findings show that students developed interdisciplinary capacity through education using films.     

安徽安庆方言舒声促化现象探析

安庆方言舒声促化现象主要有两种类型:一是单字舒声促化,促变原因:上古入声字的方言遗存,对中古舒入两读字入声读音的继承,其他同偏旁入声字的同化,音值借贷,同义入声字类推;二是舒促两读,即单字读舒声,在词语和句子中发生舒声促变,促变原因:轻声音节入声化,词性和词义及语法功能的不同引起的促变,急读和轻读引起的舒声促化。     

从李逵的反社会人格看梁山武装的反社会性质

反社会型人格障碍患者是对社会影响最为严重的人群,主要表现为毫无规则意识和滥杀无辜。童年成长环境不佳以及胆汁质气质者容易成为此类患者。李逵患有严重的反社会人格障碍,以前学者多将李逵的反招安等同于积极的反抗精神,其实这恰恰是反社会人格障碍的明显表现。除李逵以外,梁山武装中还有多位反社会人格障碍患者,所以我们对梁山武装的性质应该有全新的评价。     

Doing good while performing well at Flemish universities: benchmarking higher education institutions in terms of social inclusion and market performance

Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously.     

Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language

This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies.     

硼对根用芥菜种子萌发及幼苗抗氧化能力的影响

目的:研究不同浓度的硼酸对根用芥菜种子萌发的影响。方法:以临泉花叶根用芥菜种子为材料,以不同浓度(0、10、20、100、1000、5000μmol/L)硼酸对根用芥菜种子进行浸种处理,调查了种子发芽指标,测定了萌发种子中脱氢酶和酸性磷酸酶活性以及幼苗总抗氧化能力、脯氨酸(Pro.)和丙二醛(MNDA)的含量。结果:随着硼酸浓度的升高,根用芥菜种子的发芽势、发芽率、脱氢酶活性、酸性磷酸酶活性、幼苗总抗氧化能力和Pro.含量均呈先升后降趋势,MDA含量呈先降后升趋势;当硼酸浓度为100μmol/L时,种子的发芽势、发芽率、脱氢酶活性、幼苗总抗氧化能力和Pro含量均达到最大值,MDA含量达最低值,均与其它处理差异显著;当硼酸浓度为10μmol/L时酸性磷酸酶活性达到最大值,硼酸浓度在10~1000μmol/L范围内酸性磷酸酶活性差异不显著,随后下降,但仍高于CK。结论:根用芥菜种子用100μmol/L浓度的硼酸浸种最为适宜。