基于教学效率视角的《文学理论》教学

作为汉语言文学专业的基础课程,《文学理论》因其抽象化及滞后于创作的状态导致学生学习兴趣不足、学习态度被动,直接影响了这门课的教学效率。要培养学生对这门课程的兴趣,提高教学效率,需要老师在教学实践中转换教学理念,区分学生的学习动机,注重理论和实际的有效结合,整合教学内容,合理使用考核评价手段。     

美学笔记：情趣论

情趣是一个洋溢着诗意的美学语汇。人类生活的许多活动，由于情的注入，情的浸透，遂生出深浓的趣味。     

马克思主义理论与思想政治教育学科建设

中国社会转型对马克思主义理论与思想政治教育学科的影响具有二重性,一方面它推动着这一学科的形成并使它逐步获得了自立于学科之林的合法性,另一方面,它不断剥夺、侵蚀着其合法性基础,使其发展陷入严重的困境之中;理性地分析马克思主义理论与思想政治教育在当下的困境,并有针对性地找寻其解决困境的发展之路,这无疑具有重大的理论价值和深远的现实意义。     

Students’ Discrete Emotional Responses in the Classroom: Unraveling Relationships With Interest and Engagement

Recent instructional communication research reveals that the communication and emotional processes at play in the classroom can influence class-specific emotions experienced by students. Students’ enjoyment and pride were positively related to their emotional interest, while students’ enjoyment, hope, and pride were positively associated with their cognitive interest. While students’ anger and boredom were inversely related to their emotional interest, students who reported greater hopelessness and anger indicated decreases in cognitive interest. Students’ hope and pride were positively associated with their overall engagement behaviors. Anger, anxiety, shame, and boredom led students to report decreases in their engagement. Follow-up tests highlighted challenges in the assessment of specific emotional responses; exploratory factor analysis simplified the measurement of these variables and provided additional insight into expected relationships.     

发达国家利率市场化的历史经验与理论分析

发达国家如英、美、日等国利率制度经历了由自由到管制，再到自由的漫长过程，反映了资源配置方式的变迁。本从理论上对这一历史进程的原因进行了分析，提出了实现我国利率市场化途径的三个基本结论：培养真正的金融企业，特别是银行企业；提高政府利用利率调控金融市场的能力；实现利率市场化要循序渐进。     

改革教学内容和教学方法构建体育教学新模式

对当前高校师范生的体育教学实行多方面的改革，重点培养学生的体育兴趣和综合能力，提高他们的素质，以适应现代教育事业发展的需要。     

兴趣是最好的老师——浅谈激发兴趣的几种方式

兴趣是推动学生学习的直接动力 ,激发兴趣 ,引导学生“好之”、乐之” ,可以调动学习的主动性和积极性 ,激发兴趣的方式有求新、引趣、借诗、用事、设疑、激情等     

马克思主义理论课师资队伍建设研究 --河海大学马克思主义理论课师资队伍48年演变

1952年到2000年，河海大学马克思主义理论课师资队伍经历了一个增加、减少、再增加、再减少的发展过程。目前，这支队伍的状况是：人数偏少，学历偏低，职称结构有待优化。要改变这种状况，必须坚持规模结构、质量水平和效益显著相统一的对策，从而形成一支适当数量规模的高素质的师资队伍。     

Power and discourse in the politics of evidence in sport for development

The field of sport for development (SFD) has been criticised for the way that evidence has been produced and used to account for and demonstrate the perceived success of SFD programmes. Much of this critique has highlighted shortcomings in approaches to monitoring and evaluation (M&E), which underpins a perceived weak evidence base concerning what works, why and within which contexts (Coalter, 2007, Coalter and Taylor, 2010, Pawson and Tilley, 1997). Conceptually a lack of evidence discourse (Nicholls et al., 2010) has emerged. This paper explores and analyses the power dynamics that shape this discourse and argues that an understanding of the dominant neoliberal context within which SFD is located is critical. While offering a Foucauldian framework, the power, knowledge and discourse related to political actors in SFD processes are examined. This paper addresses two key questions: what is power and who is it for? Whose interests are served in the interpretation, generation and reporting of evidence? The paper concludes that the role of the sport development practitioner (SDP) is underprivileged and to enable the field of sport for development (SFD) to move forward, the very people who implement the programmes need to be better understood. Furthermore it is argued that a deeper understanding and interpretation of the terrain of the sport development practitioner (SDP) within UK and international shores are a necessity if a more open and transparent knowledge transfer process, surrounding evidence, is to be entered into.     

从"奈达现象"看西方译论的引入

作为第一个被引入中国,继而在不同时期形成两个“言必称奈达”现象的西方译论,奈达译论有其自身魅力。通过回顾其理论形成过程,探究在中国形成“奈达现象”的原因,进而对当前中国译者引进西方译论以及建立翻译学问题提出自己的见解。