商圣范蠡经济思想刍议

范蠡是春秋末年的经济学家和巨商大贾，从中国经济思想史角度来考察，他的经济理念主要包括农末兼营观点、经济循环学说、贸易思想和价格理论四大方面。学习和弘扬这些理论，对于我国的经济建设具有积极而巨大的现实意义。     

论情感在认识中的作用

认识过程是一个充满主客体矛盾的复杂过程，它永远无法摆脱主体主观因素的影响。其中情感在认识中发挥着十分明显的作用，它非但不是否定客观知识的理由，而且是认识、获得客观知识的基础。     

试论曹禺三大悲剧力作的内在意蕴

《雷雨》、《日出》和《原野》被称为曹禺的三大悲剧，三部剧作始终表现出阴郁的色彩和深邃的悲情这一深厚的内在意蕴。这一内在意蕴贯穿于作品的内容与形式之中，是剧作家气质、性格与审美风格的自然流露这也使得其作品具有独特的传情力和感染力。     

When marketisation and privatisation clash with socialist ideals: Educational inequality in Urban China

In the last two decades, China's education has experienced significant transformations and restructuring on account of privatization and marketization. Unlike the Mao era when the state assumed the major responsibilities in financing and providing education, individuals and families have now to bear increasing financial burdens in paying for education. The marketization and privatization of education has undoubtedly intensified educational inequalities and widened regional disparities between the economically developed areas in the eastern coast and the less economically developed areas in the middle and north-western parts of the country. The growing inequalities in education and the increasing financial burdens presented by education have been a source of social discontentment, which have in turn prompted the central government to revisit its approaches to educational development. This article sets out to examine, how in this wider policy context, China's education has been transformed following the adoption of more pro-competition and market-oriented reform measures. This article is based on intensive secondary data analysis, fieldwork observations, and findings from a household survey conducted in eight different Chinese cities about people's perceived education hardship. The article concludes by considering how the Chinese government has attempted to address the problems of educational inequalities that have intensified on account of two decades of education marketization.     

Competing views of teaching in a school–university partnership

This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. We provide background information about each partner, describe the two views, and examine how the differing perspectives influenced the goals and activities of the partnership. This study highlights the complex issues embedded in school–university collaboration.     

跨越时空的校园文化理念--开放教育"校园文化建设"研究

建立在网络教育基础之上的现代远程教育突破了传统的学校概念,形成了新的校园观念,同样也改造了旧的校园文化内容,构筑了新的校园文化.本文就网络教育条件下的开放教育“校园文化建设“的前提基础;“校园文化建设“的特性;校园文化构筑的重要意义;当前校园文化形成的障碍以及“校园文化建设“具体途径进行了专门的论述.该文对目前远程教育“校园文化建设“的研究,具有独特的见解.     

海明威小说中女性的社会意义的研究

This paper expounds the social significance of Hemingway‘ s women characters. Through his colorful characterization, Hemingway exposes the social contradictions, the physical and psychic traumas the women had in the war and depicts these women characters‘ pursuit of normal life, true love, and domestic happiness even in the turbulent and dangerous conditions of the war.     

简论商法独立的市场意义

本文运用逻辑与历史相统一的方法，从市场经济法律体系的健全与完善、商事活动区分与一般性的民事及其他的经济管理活动而取得独立地位等两个方面，探究了商法独立的市场意义。     

我国教育经济学研究的现状、问题与前瞻——从2008年中国教育经济学年会暨首届教育经济学研究生学术论坛谈起

本文通过对中国教育经济学会2008年学术年会暨首届教育经济学研究生学术论坛的相关分析,从中管窥我国教育经济学研究的现状与问题.研究发现,目前我国教育经济学在研究内容上较为重视微观研究、方法上侧重实证研究、性质上倾向实践研究、研究队伍上层次不断提升,这些特征恰恰也蕴藏着其诸多不足与尚待完善的空间.笔者认为,我国教育经济学研究必须更加关注教育经济领域重大理论与实践问题、建构富有中国特色的教育经济学理论体系、应将宏观研究与微观研究相结合、更加重视探索教育经济学独特的研究方法论、培育我国教育经济学派,以提高我国教育经济学研究的整体水平.     

终身教育与教育治理在教育现代化中的逻辑联系——实现中国教育现代化2035的思考

《中国教育现代化2035》赋予了新时代中国教育现代化新内涵,构建服务全民终身学习的现代教育体系成为新时代中国教育现代化的主要目标方向,与此同时,2035教育规划提出与之相适应的教育治理新目标,而构筑终身学习现代教育体系及与之相适应的教育治理新格局的形成,成为《中国教育现代化2035》的核心和主线;如果说2035的教育体系与现存教育体系将不仅区别在外塑,更区别在内核的话,前一个目标则指向于2035教育的内核,后一个目标指向于2035教育的外塑。在整全的视域下,两个目标是密不可分的整体,前一个目标是包涵新教育治理格局的终身化教育体系,后一个目标是基于终身化现代教育体系的教育治理现代化新格局。研究2035教育现代化,需要将两个目标统一一体于新思考框架中。其中,我国2035年将建成的服务全民终身学习的现代教育体系,就是扎根于本土现代化进程中的终身教育体系。