人之本性中的学习意蕴

在马克思主义哲学中,始终将人看作是集自然属性、社会属性、精神属性为一体的完整存在物,而在这三种人之本性之中同时又蕴含着和人类学习实践活动紧密关联的人之“未完成”性、超越性和文化性,文章在通过对这三种特性的探讨中试图挖掘人类学习实践活动的意蕴,以彰显学习实践活动对人类生存的重大意义。     

I’m going to be a teacher! exploring motives for teaching of a sample of Italian pre-primary and primary teacher candidates

This study explores the main motives inspiring the choice of the teaching profession. To this end, a group of almost 400 Italian students enrolled in a training programme for pre-primary and primary school teachers was surveyed through questionnaires and discursive interviews on the main reasons for choosing a career as a teacher, and in particular for choosing to become a teacher for young children. Our findings differ from those of most of the studies carried out in countries at a comparable level of social and economic development, since among the future teachers questioned there was no clear predominance of altruistic or intrinsic motivations. Moreover, our findings are contrasting, as the responses to the self-administered standard questionnaires show a certain appreciation of the material benefits of the profession, whereas only disinterested motives emerge from face-to-face interviews.     

初始水权与内陆河流域水资源分配利益格局调整

干旱内陆河流域因缺水而引起的流域下游生态退化及社会矛盾引起全社会广泛重视,而现状水资源分配的优先权体系是造成这些问题的主要原因。本文从制度和产权经济学层面提出以“虚拟的”初始水权概念为媒介,在此基础上建立水权交易的利益补偿机制来解决目前内陆河流域面临的主要问题。并以石羊河流域为例,通过流域自汉代以来分水规则的变化获得经验启示,初始水权分配应该按照公平性、稳定性要求,并与变化了的社会经济条件相适应。据此提出现状条件下水资源初始产权分配宜以农业人口比例为基础,并发现中游凉州区对下游民勤县地表水资源的侵占始于20世纪70年代后半期。以2005年的情况计算,中游凉州区多占下游民勤县水权份额15.15％,合计水量0.97×10⁸m³。对于初始水权分配与现实水资源分配两种不同分配方案之间的差距,通过建立利益补偿机制来解决,促使水资源分配从理论公平走向现实公平。这种思路的提出,对于调整内陆河流域现有的水资源分配格局、实现水权分配由不公平到公平之间的转换提供了桥梁,对于解决我国其他流域面临的水资源问题提供了可操作性方法。     

大学英语精读课中的主体间性和教学模式探讨

本文在新的观念下对精读课的教学模式进行初步探讨,采用定性研究,总结出了三种新的读课教学模式。     

Mapping a complex system: what influences teacher learning during initial teacher education?

Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways during initial teacher education. Framed by complexity theory, which emphasises the non-linear nature of social phenomena, the paper presents an analysis of 76 maps of influences on learning to teach (made by teacher candidates, teacher educators, mentor teachers and policy makers), looking for differences and patterns that might point the way to explanations about teacher candidates’ varying ability to enact practice that improves outcomes for all learners.     

Narratives of ‘doing,knowing, being and becoming’: examining the impact of an attachment-informed approach within initial teacher education

The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences.     

澳大利亚高质量职前教师教育体系改革与启示

以澳大利亚《下一步：优质职前教师教育审查报告》为基础,探讨高质量职前教师教育体系改革的重点,包括选拔优质人才、提升教学质量、支持新教师,并基于此提出对我国师范教育体系建设的启示：改革师范教育招生制度,注重考察学生品德;优化师范教育教学内容,改善师范教育城市化倾向;严格教师行业准入要求,实行“先育后考”的教师资格制度;构建教师培养一体化模式,促进教师专业发展。     

英国信息通信技术教师的职前培养及启示

英国通过“合格教师资格”（QTS）标准既规范了职前教师教育,又保证了教师专业化。作为职前教师教育的一部分,英国的信息通信技术教师的职前教育具有强调学科专业知识基础、注重职业信念培养、加强大学与中小学合作、提供多元化立体评价等特点,在我国高中信息技术教师培养策略方面,可以尝试其培养模式,借鉴其培养内容,强化专业体验,有针对性地对课程进行评价。     

发展中国家企业集团多元化战略与公共政策选择:金融视角

市场机制不完善是发展中国家企业集团形成的内在动因,同时政府的经济发展政策也使企业集团选择了多元化发展战略。企业集团参股、控股金融机构和上市公司,意味着其可以动用较多的金融资源进行产业多元化扩张。本文利用George A．Akerlof的掠夺模型讨论了发展中国家企业集团对金融系统稳定性的潜在威胁,并提出了相关的政策建议。