论孔子“兴”的美学思想

"兴"是文学领域里一个重要的范畴,孔子是我国文学史上第一个对"兴"进行理论建树的人。他提出了著名的"兴于诗"和"兴观群怨"说。他认为"兴"就是起情,读者通过自己的情感和仁心与诗歌中的情感和仁心互相碰撞、激荡,从而提升自己的人格境界。孔子所言之"兴"的美学思想是:情理统一、尽善尽美。他对"兴"的阐释及其所包含的美学思想对后人的影响都是十分深远的。     

Performance in solving arithmetic problems: a comparison of children with different levels of achievement in mathematics and reading

The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance     

Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies

Abstract

We used a cluster randomized trial to evaluate the effectiveness of a research-based model for scaling up educational interventions, focusing on the persistence of effects with and without a follow-through intervention. The instantiation of the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) model emphasized teaching early mathematics for understanding via learning trajectories and technology. The TRIAD implementation began in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the 2 experimental interventions were identical, but 1 included follow-through in the kindergarten year, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Intent-to-treat analyses showed that students in both the follow-through condition (g = .33) and non-follow-through condition (g = .22) scored statistically significantly higher than children in the control condition. Both groups outperformed the control condition in treatment-on-the-treated analyses (g = .38, follow-through; g = .30 non-follow-through). Moderators and mediators were also analyzed. We conclude that the instantiation of the TRIAD model was successful and that follow through may contribute to the persistence of the effects of preschool interventions.     

论惠安女服饰的形式美特征

我国福建惠安妇女特异的服饰文化是中国服饰史上的一朵奇葩。分析惠女服饰形制、图案、色彩的美学特征,对传承民族文化和现代服饰设计研究具有一定的指导意义。     

毛泽东诗词的美学特征

毛泽东诗词有着独特的艺术魅力,而这种艺术魅力来源于毛泽东诗词独特的美学特征。具体表现为：以阳刚之美为主;典雅与通俗相结合;乐观主义与进取精神;现实主义与浪漫主义并存;诗史结合、哲理入诗。一言以蔽之：毛泽东诗词极具崇高美。     

静默观赏潜心品味--浅谈自然景观的审美

自然景观是旅游审美活动的重要观照物。本文对自然景现的美学特征、自然景观的审美方法和技巧,进行了较为全面的阐述。     

谈谈《诗经》语言的"三美"特征

<诗经>伟大的艺术成就不仅表现在创作方法、章法结构、表现手段等方面,同时还表现在精湛的语言艺术上.本文从解读<诗经>作品入手,进一步探究<诗经>的语言艺术规律,以证明<诗经>语言具有鲜明的音韵美、形式美和风格美,即"三美"特征.这"三美"特征,充分体现于<诗经>各篇作品之中,成为展示其艺术魅力的重要元素,从而奠定了我国古典诗歌语言的优秀传统.     

生态自然美及其有无之境--兼论生态美学视野中的自然美

大道论的生态美学认为,自然在其本真存在的意义上就是原始本真的自然生态美。它乃是大道在自然中隐蔽的敞开,或者说是大道在自然中如实呈现的有无之境。作为整体自然美的天地之"大美"和作为个体自然美的万物之"众美",是本真生态自然美的两种形态。自然有无之境的破裂,造成了本真自然的解体并最终导致了自然的人化和人化自然美的逐步升级。人化自然美是一种非本真非生态的自然美。生态自然美及其有无之境的现代意义在于,启示我们超越出人化自然美的囿限,重新发现和进入自然美的本源之域,在与自然的先天本然的和谐中重建更具本真性的人文精神。     

Assessing and tracking students’ problem solving performances in anchored learning environments

The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.