汉字形体的文学意义

在文学作品中，汉字不仅可以通过“义”进行作用，还可以凭借它的“形”产生文学意义。形体的拆合可以达到生动委婉诙谐的艺术效果，甚至可以展开故事情节完成文学作品；形体的借用可以达到形象简明的艺术效果，激发读者的审美情趣。     

美国大学模式在近代中国的导入

对美国大学模式的模仿、借鉴和融合，是近代中国大学发展的重要方面。梳理美国大学模式导入中国的历史进程，分析导入主体和导入内容的演变，揭示其特点，可为正在走向世界的我国高等教育提供历史的借鉴。     

Mobilities of policy and mobile parents – creating a new dynamic in policy borrowing within state schooling

ABSTRACT

In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space.     

Surgical management of gastric stump cancer： a report of 37 cases

Objective: To observe the clinicopathological characteristics of gastric stump cancer (GSC) and evaluate the benefits of radical surgery of GSC. Methods: The clinicopathological characteristics and postoperative survival time of 37 GSC patients who underwent surgery were investigated retrospectively. The survival time was compared according to the type of surgical pTMN stage. Survival curves were traced by using Kaplan-Meier methods. Results: Most GSC (32/37) was detected in patients who had received Billroth Ⅱ reconstruction after partial gastrectomy for benign gastric disease. The lesser curvature side and the suture line of anastomosis were the most frequent sites where GSC occurred (27/37). Differentiated adenocarcinoma was the dominant histopathological type (24/37). The postoperative 5-year survival rate of early stage GSC patients (n=9) was significantly higher than advanced stage GSC (n=12) (55.6% vs 16.5%, xL2=1 1.48, P＜0.01). Five-year survival rate of 21 GSC patients with radical resection were 75% (3/4) for stage Ⅰ, 60% (3/5) for stage Ⅱ, 14.2% (1/7) for stage Ⅲ, and 0% (0/5) for stage Ⅳ respectively.The median survival time of 21 GSC patients who underwent radical resection was longer than those undergoing palliative operation (43.0m vs 13.0m, xL2=36.31, P＜0.01), the median survival time of stage Ⅳ patients with radical resection was 23.8months. Conclusions: Without remote metastasis, radical resection for GSC is possible, and is an effective way to improve the prognosis of GSC. Even in stage Ⅳ GSC, radical resection can still prolong the survival time. It is necessary for the patients with benign gastric diseases who received partial gastrectomy to carry out the endoscopy follow-up, especially in patients with Billroth Ⅱ reconstruction procedure at 15-20 years.     

Exploring the Roles of Social Presence and Gender Difference in Online Learning

Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning.     

汉语外语词的借用问题

从应用语言学的视角，分析了汉语表达中外语词语的借用形式和近年来汉语表达中频繁出现外语借用词的原因；阐释了汉语中外语词语借用现象的合理性和外语借用词的合法性，并对借用外语词的语言行为的规范意义和规范方法作了初步探究。     

PISA and high-performing education systems: explaining Singapore’s education success

Singapore’s remarkable performance in Programme for International Student Assessment (PISA) has placed it among the world’s high-performing education systems (HPES). In the literature on HPES, its ‘secret formula’ for education success is explained in terms of teacher quality, school leadership, system characteristics and educational reform. This article offers an alternative explanation for the education success of Singapore and, in so doing, questions the basic assertions of the HPES literature and, in particularly, the use of PISA results as the prime indicator of the educational performance of a school system. The explanation is informed by a historical perspective on the development of the Singapore education system and based upon a body of empirical findings on the nature of pedagogical practice in classrooms, both of which are vital for understanding the educational performance of Singapore’s education system. The article concludes by addressing the implications of this analysis for educational policy borrowing.     

International large-scale assessments: what uses,what consequences?

Abstract

Background: International large-scale assessments (ILSAs) are a much-debated phenomenon in education. Increasingly, their outcomes attract considerable media attention and influence educational policies in many jurisdictions worldwide. The relevance, uses and consequences of these assessments are often the focus of research scrutiny. Whilst some argue that the assessment outcomes provide an effective basis for informed policy-making, critics claim that the use of international assessment data can result in a range of unintended consequences, such as the shaping and governing of school systems ‘by numbers’.

Purpose: This article explores and analyses the arguments about the uses and consequences of ILSAs. In particular, the discourse about the assessments’ consequential validity will be discussed and evaluated.

Sources of evidence: Literature relating to the uses and consequences of large-scale assessment was analysed, with a focus on research on the consequential aspects of validity.

Main argument: Much research suggests that ILSAs have unintended consequences that affect and influence educational policy. However, the influences on educational policy are complex and interwoven: for example, it is not clear-cut whether effects such as converging curricular are, necessarily, direct consequences of large-scale assessments. Further, it is suggested that a beneficial consequence of large-scale assessment is the infrastructure they provide for studies in the social sciences, although caution must be applied to causal claims, in particular because of the cross-sectional design of the assessments.

Conclusions: The considerable literature discussing the uses and consequences of large-scale assessments tends to point out potential negative aspects of the studies. However, it is also apparent that large-scale international assessments can be a valuable resource for studying global trends and evolving systems in education. Despite the extensive debates around large-scale assessment outcomes both in the media and in educational policy arenas, empirical educational research all too often appears underused in the discussion.     

"文化输出"视野下的林语堂

文化输出是与文化拿来相对应的一个概念,主动宣传自己的思想与文化,以使对方更好地理解自己。但应该输出什么、怎样输出,林语堂的"文化输出"策略特别是他输出的成功经验无疑会给我们以诸多启发和认识。     

论汉字的记录职能(下)

汉字职能的实现有本用、兼用、借用三种情况。本用为本字记本词，兼用为源本字记派生词，借用为借字记他词。本字可以有几个本义，本词可以有几个本字。无本字的借用属于用字现象而不是造字法，有本字的借用则出于多种原因。