从哲学史的发展研读“存在”内涵

"存在"对于哲学来说是一个极为重要的概念。纵观西方哲学史,几乎每个哲学家都有对"存在"的主张。哲学家们也因为对"存在"的认识不同而构建了自己的哲学体系,由于对"存在"的理解也被定性为唯心主义、唯物主义间或二元论的标签。西方现代哲学的存在主义表现出了对主观主义和客观主义,心物等二分法的厌倦,且想对此超越,对"存在"的理解又有新的发展。     

Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation

Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia.     

论问题取向的课程论研究

问题取向的课程论研究有着无目的的目的性、非功利的功利性、知性和创新性等特征,其问题来源于研究主体的问题意识、以课程活动为核心的生活世界、课程研究思维方式的转变以及课程论研究方法论体系的建构与发展等,并在哲学问题域的指导下确立了基于本体论、认识论和方法论三个层面的问题域。鉴于问题在课程论研究中的重要性,必须研究真问题,明确不同问题域间关系,批判生成新的课程论研究问题。     

促进高校图书馆发展的生力军：勤工助学学生

高校图书馆开展勤工助学活动,有助于大学生综合素质的提高和全面发展,同时又促进了图书馆工作,对大学生各方面能力的培养和图书馆的发展具有重要作用。实践表明,勤工助学：体现济困育人双重效应;图书馆良好的管理机制,有利于勤工助学活动朝着健康的方向发展。     

构建工科拔尖大学生培养模式的几点思考

按照《国家中长期教育改革和发展规划纲要》(2010～2020)精神,针对如何培养工科拔尖大学生的问题进行了思考和探索。对现阶段拔尖人才培养的瓶颈进行了分析,并根据工科大学生的特点及学校自身的条件,提出了要注重培育拔尖学生成长的土壤,关注学生参加创新活动的动力之源——好奇心。关注因材施教、个性化培养的大环境等建议;介绍了如何依托先进实验室、科技竞赛和参与教师的科研项目培养工科拔尖大学生的探索经验;提出了分阶段多模式的工科拔尖大学生培养思路;探讨了以拔尖学生重点培养带动整体教学质量提升的人才培养模式的改革与创新问题的思考。     

论新时期实验话剧的荒诞性

当代意识的崛起和强化必然引起文学艺术自身发生嬗变。新时期以来,实验话剧在表现手法上勇于探索、敢于借鉴、立足实验的精神即是这种当代性渗透的结果。新时期实验话剧的创作与演出中出现的荒诞的艺术手段,不仅丰富了实验话剧的表达空间和艺术表现,也有力地拓展了实验话剧的开放意识、生命意识、思想内涵。     

概念教学中数学思想方法的渗透

数学概念的形成过程是一个归纳、概括、抽象的过程,因此概念的教学过程是一个探究的过程。数学概念从其形式上看,它是中学教学的表层知识,但是一个数学概念的背后往往蕴含着丰富的数学思想。在概念教学中注意数学思想方法的渗透,可以完成数学概念和数学思想方法的双重教学。     

Understanding students’ engagement in MOOCs: An integration of self-determination theory and theory of relationship quality

Although Massive Open Online Courses (MOOCs) attract millions of people to enroll in their courses, the completion rate for most courses is very low. A majority of MOOCs students are not fully engaged in MOOCs, thus leading them to quit in the early stage of the courses. Therefore, it is important to investigate students’ engagement in MOOCs. Drawing on self-determination theory and the theory of relationship quality, this study proposes a model that conceptualizes the MOOCs engagement as consisting of psychological engagement and behavioral engagement and explores the antecedents of students’ engagement in MOOCs. The research model is tested using data collected from 374 students of Chinese University MOOC. The results show that fulfillment of three basic psychological needs for autonomy, competence and relatedness have significant positive effects on intrinsic motivation, increasing students’ psychological engagement in MOOCs. Relationship quality significantly predicts students’ psychological engagement, and psychological engagement promotes behavioral engagement in MOOCs. Implications for research and practice as well as limitations of this study are discussed finally.     

Walking backwards into the future: Indigenous wisdom within design education

This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures.     

计算流体力学软件在汽车气动问题研究中的应用

汽车在行驶过程中受到空气的作用力,会对汽车运动产生影响。汽车气动特性的研究是汽车设计研发的重要内容,随着计算机技术与数值计算方法的发展,计算流体力学（CFD）在汽车气动特性的研究中得到日益广泛的应用,特别是各类计算流体力学商业软件使其参与工程设计成为可能。文章在介绍计算流体力学的基础上,结合实例对计算流体力学软件在汽车气动问题研究中的应用进行了探究。