“我对于这死亡有大欢喜”——论《朝花夕拾》的死亡意识

死亡一直是鲁迅作品中常谈深论的一个问题。在中国现代文学史上,鲁迅先生最深最广地涉足了死亡世界。鲁迅的作品从来都是直面任何“死亡”的暗示与明宣。生与死几乎贯穿其作品思想中心,他希望一切在死亡中得到生存。在《朝花夕拾》这个回忆散文集中,我们可以看到鲁迅的死亡意识标志着人的觉醒和个体生命的成熟,他的死亡意识浸染着对个体生命的深刻思考,反映其面对死亡的坦然超脱,直视死亡而后反顾自省的深沉回思。反抗死亡折射出反抗绝望的人生主题。     

影响师范生从业意志相关因素分析及差异比较

采用自编“教师职业态度调查问卷”对陕西省高等师范院校500名学生进行测查．发现师范大学生教师职业态度的总体趋势是好的,但同时存在“高情感-高认知-低意志”的不和谐状况．大部分师范生把自身个性是否符合当教师、家人是否支持以及能否从教学活动中获得较高自我实现感排在影响从业意志相关因素首位．     

生物技术专业生物信息学双语教学实践与探讨

生物信息学（Bioinformatics）是一门数学、统计、计算机与生物医学交叉结合的新兴学科。文章阐述了生物信息学双语教学的重要性;依据对生物技术专业本科生开展《生物信息学》理论课的双语教学实践,总结了如何安排教学环节,运用课堂语言及现代化教育手段等方面的教学工作经验;指出了师资培训、学生语言素质的培养、双语教学教材选用等生物信息学双语教学中亟待解决的问题和解决思路。     

女大学生体育行为的调查与分析

采用问卷法等对常州市女大学生体育锻炼动机、锻炼时间和频度、锻炼形式和项目及主要影响因素等方面进行了调查与分析.结果显示,女生参加体育锻炼动机目的明确并呈多样化,主要选择趣味性和运动量小、对抗性弱的运动项目进行锻炼;喜爱参加集体等锻炼;每周锻炼次数和每次锻炼时间严重不足;场地器材不足、课外辅导的有效手段的缺乏等等是影响女生体育锻炼的主要因素.     

枯草芽孢杆菌基因组知识的生物学意义及对生物工程学的影响

基因组学的出现极大地影响了微生物学的基础研究和应用研究．枯草芽孢杆菌（Bacillussubtilis）是一个用于基础研究和生物工艺研究的重要模式细菌．从它的基因组获得的知识远比长期以来用传统的方法获得的信息要多．通过先进的方法分析其基因组和转录组，基本弄清了关于枯草芽孢杆菌染色体结构的信息，已经达到了能够阐明其基因表达过程的水平，使得完全掌握枯草芽孢杆菌分泌途径的生物化学操作成为可能，这将成为生物工艺学的重大成果、在理论上，随着对它的分析越来越细致，已经阐明一个遗传学的海量信息的新观念，直至获得理解再造一个细胞所需的最小的基因组的知识．总之，枯草芽孢杆菌基因组知识已经明显地更新了基础知识向应用微生物学和生物工艺学转化的途径，并使这种细菌成为后基因组微生物学的重要工具．     

战争带来的迷茫——评海明威《永别了武器》

海明威在小说中阐述了他对战争的观点。他认为战争一无是处,再没有比战争更糟糕的事了。它不仅伤害人的身体,还会伤害人的精神。人在战争中还会失去爱情。总之进行战争是一件愚蠢的事。同时他还谴责了战争的发动者,正是在他们的鼓动下,怀有爱国之心的青年士兵们从希望一步步走向幻灭。     

中国传统德育思想的现代演化

现代德育由传统德育演化而来，保留了传统德育中的精华，加入了创新品质等现代性的特点。现代德育是一种促进德育主体现代化，以培养主体的创新能力为目标和任务的现代性的德育。     

应用生物技术选育黑优粘系列新品种的研究

本文报道了糯稻黑糯14号(♀)和粘稻特优粘9号(♂)的杂交,并应用生物技术和通过多种现代测试仪器对后代植株的检测,已成功地选育出“黑优粘”系列新品种。这些新品种具有营养价值高和产量也较高的优点。     

Student teachers’ beliefs about the teacher’s role in inclusive education

The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.     

Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science,science learning strategies,and scientific epistemological views

Chinese students’ excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found which systematically summarises the findings from the research on Chinese science learners and their science learning so as to explain the paradox. In this paper, a total of 25 empirical quantitative studies, whose sample sizes range from 132 to 8815, published between 1987 and 2014, are reviewed. Three aspects are explored: students’ science learning strategies, attitudes towards learning science and their scientific epistemological views. In addition to summarising the results reported in these studies, efforts are made to link them with the paradox of the Chinese learners, and to generate some hypotheses to resolve it. Finally, directions for further research are suggested.