春来秋去总是情--论《西厢记》的时间艺术

在我国古代叙事作品中,运用时间季节变化的要素并铸成体系,通贯全篇,使其成为抒情写意的一个重要手段,<西厢记>是首开其端的.作者对该剧的"时间"着意编排、精心推敲,以至使它达到了这样的艺术效应全剧的时间演变,为剧情的进展开辟出了一个个和谐统一的自然场景;同时对剧中主要人物的情绪起伏变化起了强有力的烘托、渲染和铺垫作用.     

谈体态语在体育教学中的应用

体态语是通过人们的体态动作来表达的无声语言，它普遍存在于体育教学过程之中，它直接影响着体育教学的效果，因此，体育教师要充分认识到这一点，并在体育教学中很好运用，     

An Environmental Scan of OCLC Alternatives: A Management Perspective

OCLC’s WorldCat now holds more than 320 million bibliographic records with some 2-plus billion holdings linked to the bibliographic records. The vast majority of the world’s libraries, archives, and museums rely on OCLC as the primary source for bibliographic records. Compared to all other options, OCLC is clearly the very large elephant in the room. OCLC provides a broad range of services, including WorldShare Metadata Services (cataloging); WorldShare Interlibrary Loan (sharing resources); WorldShare Management Services (cloud-based integrated library system); WorldCat Discovery Services; and CONTENTdm? (management of digital collections). This article explores the available options for obtaining cataloging records from alternative sources by considering four factors: breadth, quality, ease of use, and costs of use of the bibliographic database.     

Analysis of the trajectories of Science graduates: applying Bourdieu and Sen

Abstract

We bring together the theories of Bourdieu and Sen in order to understand the processes that influence the study paths chosen by young people with a general degree from a science university in France. The weighting of economic and cultural capital within study options taken in secondary education and during the premier cycle (the first three years of tertiary education) helps characterise elements of students’ trajectories which either stymie or reinforce a nonetheless dominant reproduction.     

Acting Like a Mathematician: A Project to Encourage Inquiry Early in the Math Major

Abstract

Inquiry is promoted as a way to engage students so that they learn more deeply; inquiry is also an end in itself, introducing students to the research process and the behaviors of a mathematician. This article reflects on an individual exploratory project used in a sophomore-level number theory course, examining how it supported student inquiry and integrated with departmental efforts to encourage productive mathematical dispositions. Additional attention is given to the choice of topics, focus on process rather than product, and student reflections in supporting the goal of student inquiry.     

Becoming a Teacher of Mathematics

For many years I have engaged future mathematics teachers in activities that focus on emotional dimensions of their learning. Even those teachers who were able to reconstruct themselves as learners of mathematics had difficulties with changing their practice. Through a series of autobiographical stories, I examine my own experiences as a teacher and a learner. These stories—one from a computer class, one from a workshop for elementary teachers, one from college, and one from eighth grade—serve as data from which I draw themes that capture the tensions that I experience as I teach. Sharing these tensions with mathematics teachers has had an impact on the way the teachers talk about their teaching and promises to change how they teach. The paper is written to encourage teacher educators to adopt the practice of sharing teaching and learning stories with their students.     

Dialogical aspects of reflective learning in ministerial work

This article examines reflective and reflexive aspects of practice in the area of ministerial work. Through an analysis of the narrative accounts of four Reform and Conservative rabbis in Israel, the author focuses on how congregational rabbis acquire the skill of attentiveness in their daily professional lives. One of the salient themes to emerge in research conducted on models of rabbinic leadership was the theme of ‘careful listening’. Rabbis in non-Orthodox congregations in Israel achieve success through their ability to perceive the needs of individual congregants and learn the local culture of the communities in which they work, and by constantly assessing and reassessing the unmet needs of the broader community. The article concludes with a discussion of how a technical rationality model of learning has dominated modern rabbinical school curricula and suggests that by incorporating reflexive professional development courses, students could be better prepared for the ministry.     

Subject leaders in secondary schools and informal learning: towards a conceptual framework

Much of the emphasis on the learning of subject leaders in secondary schools is placed on what Eraut (2000) terms ‘organised formal learning events’. This article attempts to redress the balance by focusing on the somewhat neglected area of their informal learning about the role, which is predominantly based in the workplace. It is argued that informal learning consists of three components: implicit learning, learning through experience and non-taught or deliberative learning (following Eraut, 2004). Such forms of learning can be underpinned by theoretical notions of cognitive, affective and behavioural developments. A model of work-based informal learning is proposed that also tries to incorporate the memories of relevant past and current events. It is hoped that this model might be useful as a framework for the future analysis of the learning of subject leaders.     

Pre‐service teachers’ open‐minded thinking dispositions,readiness to learn,and attitudes about learning and behavioural difficulties in students

This self‐report study investigated 274 pre‐service teachers’ attitudes toward students with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using four scenarios describing students with LBD, we investigated the degree to which pre‐service teachers’ open‐minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions (e.g., giving a timeout) and planned behaviours (e.g., adapting instruction). Teachers with more open‐minded thinking dispositions and readiness to learn about students with LBD reported a higher likelihood of adapting instruction. Pre‐service teachers’ negative emotions partially mediated the relationship between their beliefs and punitive reactions and fully mediated the relationship between their open‐minded thinking dispositions and punitive reactions.     

东北地区利用北极航道对欧贸易运输的竞争态势

北极东北航道的开通为东北地区对欧贸易通道的组织优化提供了新机遇。以运时和运费作为反映不同贸易通道竞争力的核心指标,识别了东北地区主要物流节点经由传统航道、中欧班列以及北极东北航道开展对欧贸易运输的竞争态势,比较分析了各内陆城市对接北极东北航道的不同路径。结果表明：①北极东北航道的开通将为我国东北地区对欧贸易运输提供一条运时和运费优势更加均衡的贸易通道,该航道可缩减东北地区主要物流节点对欧铁海联运时长,越靠北的物流节点运费节省越明显,在适航期与传统航道存在竞争;北极东北航道与中欧班列仅在辽宁沿海物流节点存在潜在竞争,若中欧班列不提高运输效率,二者运时区间未来可能会出现部分重叠。②东北地区内陆城市经由辽宁沿海或日本海对接北极东北航道的运时和运费优势最为显著,沿黑龙江航道进入鄂霍次克海对接北极东北航道的竞争力较弱,北极东北航道开通有望提升日本海沿岸物流节点在东北地区对欧运输网络中的地位。③东北地区对接北极东北航道具有运时和运费竞争力的陆海联运节点为营口、珲春和绥芬河,其中珲春与绥芬河经由北极东北航道至欧洲的运输里程相近,二者腹地吸引范围均涵盖黑龙江省部分内陆城市,作为陆海联运节点存在一定竞争。东北地区应发挥各贸易通道比较优势,规避不合理竞争,形成优势互补的对欧贸易运输格局。