高校贫困生思想政治教育存在的问题及对策

贫困生是高校的一个特殊群体,思想政治教育工作者应对他们有一个全面、深入地了解,从物质上、精神上和心理上给予关怀和帮助。对他们的教育也应采取一些特殊的方式方法。现实中,这一特殊群体的思想政治教育工作还存在一些误区。本文在分析当前贫困生现状及贫困生思想政治教育存在的几个问题的基础上,结合工作中的实际情况,提出了加强和改进贫困生思想政治教育的具体建议。     

Vicarious learning from dialogue and discourse

This study examined learning in the domain of sentence parsing and syntax treediagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations.     

The problem-solving process as part of professionals’ boundary work in preschool to school transition

ABSTRACT

A successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do boundary work in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012–2013 (a total of 22.5?h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals’ cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor.     

文本中沉默的再现:以两则禅宗公案为例

本文探讨沉默在叙述文本中的再现,特别是以宗教文本为例。本文提出四点来阐释沉默和言辞表达之间的关系。(一)沉默是文本之要素及策略;(二)沉默沟通的行为;(三)沉默的力量犹如语言;(四)沉默再现的方式,即是沉默意涵的一部分。借由分析二则禅宗公案,本文将试论文本如何叙述及展现沉默,及沉默的意义为何。     

话语重构与身份认同——《太阳照在桑干河上》的文本生产

运用话语理论考察《太阳照在桑干河上》这一文本的"话语重构"现象,分别从写作初衷与创作过程中存在的悖论、版本变迁与意识形态的关系等方面分析其动态复杂的生产过程与意识形态氛围对于文学生产的隐蔽控制;进而探讨这一重构现象潜在的主观原因,即丁玲努力寻求自我与主流意识形态的身份认同;指出作家既是话语重构的主体,同时也是话语权利的重构对象.     

论语篇连贯的显性和隐性衔接机制

语篇应该具有连贯性,语篇连贯是依靠语篇衔接关系建立起来的。实现语篇连贯的衔接机制有显性和隐性之分,其中显性衔接是实现语篇连贯的主要手段,而隐性衔接则是实现语篇连贯的不可缺少的方式。二者相间使用,相互补充,促成整个语篇连贯的建立。     

《水浒》:对权威话语的认同、质疑及颠覆

作为权威话语的儒家思想,不仅在《水浒》中留有“修身齐家治国平天下”的深刻印记,并还以君臣、父子这一整套纲常秩序建构起小说的重要思想根基,具体表现为“事亲以孝”、“事君以忠”、“夫权至上”三方面。而在执着认同之余,小说对儒学也进行了大胆质疑及至无情颠覆。但这种反叛与颠覆,并不意味着政治意义上的权力更替与交接,而总是表现为理性与暧昧、庄重与谐谑、儒雅与痞俗——彼此之间的相互对话与抗衡。     

关于新时期国企思想政治工作创新的几点思考

新时期国企思想政治工作创新非常必要;创新的一般原则就是坚持党的思想路线;创新要体现实效性;要找准切入点和着力点;要坚持以人为本、健全制度、创新形式。     

突破现成话语

现成话语由于其现成性，在很多场合可以自发地涌到嘴边，这种自发的语言常常是歪曲自我的。现成话语把自觉的自我变成现成状态的自我，使真实的自我处在被现成话语淹没的情境中。因此，语言的苍白，乃是心灵的苍白。突破现成话语，也即突破现成的藩篱，找到个人介入社会的方式。