从柳永的“帝里词”说开来——论柳词的京都风貌与追忆情结

柳永是中国文学史上极富盛名的风流才子。他在词作中多次写到北宋京城汴京,一方面描绘了北宋王朝的升平气象,体现出他对盛世太平的喜悦感受,尤其展现了京城的都市风貌和普通市民的生活情趣,另一方面在异乡以愁苦的心情怀念昔日的京都生活和相知女子。     

“社会主义初级阶段论”教学浅议

社会主义初级阶段理论的教学,重点是“我国的国情”,难点是“我国社会主义初级阶段的长期性”,应该围绕重点、难点,配置视频资料,展开课堂讨论,组织社会实践,以争取较好的教学效果。同时,对“社会性质和发展程度的统一”进行方法论的提升,明确提出“性质和程度”这一对范畴,作为学生日后观察、分析事物,解决其他问题的方法。     

旨在培养解决问题的高层次能力——马扎诺认知目标分类学详解

马扎诺认知目标分类学是其“新教育目标分类学“的重要组成部分。本文介绍了马扎诺认知目标分类学中知识系统和认知系统的要义及其相互作用。知识系统分为信息、心理过程和心理动作过程;认知系统分为提取、领会、分析和知识运用,两个系统相互作用的要旨在于培养学习者解决问题的高层次能力。马扎诺认知目标分类学从人的行为模式出发整体考虑学习的机制,贯穿了一条重视学习者思维能力和自我调节能力的主线,视角独特、务实精准。     

培养高职生责任意识的思考

人在社会实践中,无论是否意识到,每个人都要对自己、他人、集体和社会承担一定的责任,这种责任就形成了我们促进自身发展和社会进步的驱动力。从社会实质上看,责任意识反映的是人的价值问题即社会对个人的尊重和满足,以及个人对社会的职责和贡献,对任何个人来说都是不可推卸的,是一种自我约束的价值取向。近年来,高等职业院校培养了大批优秀技能型人才,但从德育上看,高等职业教育仍有其薄弱环节,尤其是高职学生责任意识培养方面还存在一些问题,导致部分高职学生缺乏责任意识。     

《诗经》无长篇史诗原因探究

由《诗经》中有无史诗引出为何无长篇史诗的关键问题,《诗经》没有长篇史诗的原因较复杂,影响它的因素很多,特别是周人单一神教、人神分离的宗教思想,具有明确政治目的的采诗制度以及q-国诗歌重抒情、言简意赅的特点影响了长篇史诗的形成。     

Feminist philosophy of science: ‘standpoint’ and knowledge

Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’, indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding of scientific knowledge and can provide a feminist epistemology.

The role of scaling up research in designing for and evaluating robustness

One of the great strengths of Jim Kaput’s research program was his relentless drive towards scaling up his innovative approach to teaching the mathematics of change and variation. The SimCalc mission, “democratizing access to the mathematics of change,” was enacted by deliberate efforts to reach an increasing number of teachers and students each year. Further, Kaput asked: What can we learn from research at the next level of scale (e.g., beyond a few classrooms at a time) that we cannot learn from other sources? In this article, we develop an argument that scaling up research can contribute important new knowledge by focusing researchers’ attention on the robustness of an innovation when used by varied students, teachers, classrooms, schools, and regions. The concept of robustness requires additional discipline both in the design process and in the conduct of valid research. By examining a progression of three studies in the Scaling Up SimCalc program, we articulate how scaling up research can contribute to designing for and evaluating robustness.     

多自由度系统微振动数态的仿真实现研究

本文以三种不同的方法即矩阵法、快速傅立叶变换法和拉普拉斯变换法分别求出振动系统的简振频率．并将拉普拉斯变换法得出的系统的微分方程的解析通过MATLAB动态仿真。     

The health and wellbeing of international students at an Australian university

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant impact on students' wellbeing. This study has revealed that few international students find the experience of studying in an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to, and use of, available counselling and health services.

Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy.