《蒙古字韵》入声的性质问题

《蒙古字韵》一书的性质,前人多所牵涉。但或因在探讨《中原音韵》音系时《蒙古字韵》仅属旁证,故而缺乏对其本身的系统考察;或因囿于先入为主的成见而抹煞了八思巴字表音的实际功能,导致对其入声的性质产生误解。本文以近年系统研究《蒙古字韵》音系的两位学者：杨徵祥、李立成对这一问题的不同处理为讨论时象,提出自己对《蒙古字韵》一书入声性质的看法。     

How much of a difference do principals make? An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools

This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed.     

Positioning the Undervalued Metropolitan University

No abstract available for this article.     

香港高等体育教育的办学特色及其启示

香港的高等体育教育经过百年沿革特别是近数十年的发展,已逐步形成较为完整、协调发展的高等体育教育体系,尤其在吸纳欧美先进经验、以国际化方式运作并同香港的本土文化相整合上,取得了显著成效。通过在香港教学交流及实地考察,探讨了香港高等体育教育的办学特色及经验,以期为我国内地高校体育教育的改革提供一定的借鉴。     

The Influence of Classic Chinese Philosophy of Confucianism, Taoism and Legalism on Classroom Discipline in Hong Kong Junior Secondary Schools

Discipline is a crucial aspect of teachers' and students' classroom lives. Hong Kong secondary teachers, as elsewhere, are concerned with students' misbehaviour. This article examines teachers' constructs of classroom discipline and strategies adopted for behaviour management. Qualitative data were collected by interviews and classroom observation. Sixty teachers were involved. Eighteen classrooms were observed. The influence of the three schools of classic Chinese philosophy, Confucianism, Taoism and Legalism, emerged as a main theme from the data. It was prominent as their key principles were incorporated into the teachers' personal system of classroom discipline. The findings illuminate the influence of Chinese culture in Hong Kong classrooms. Implications for the promotion of culturally responsive classrooms and the development of educational policies on pastoral care are drawn.     

The object of learning in action research and learning study

ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.     

高拱政治思想研究60年：回顾与前瞻

学术界对高拱政治思想的研究肇始于20世纪40年代。至今已有60余年。并发表了颇为丰硕的研究成果。这些成果对其政治思想的丰富内容作了全面发掘，本质特征作了准确概括。经世价值作了深刻阐发，成绩显著。但也存在着诸多薄弱或不足之处。需要加强研究，即：时代价值需要凸显。有些领域需要强化。学术地位有待认定，研究方法也需要反思。总结已有的成果，反恩存在的问题，无疑对于离拱政治思想研究的进一步深入开展十分必要。     

点校本《明史》校勘记疏误举隅

《明史》自清乾隆初书成之后,迄今已出现多种不同版本,其中以中华书局点校本为最佳。该版本将校勘成果以校勘记的形式附载于原文之后,虽对明史研究者具有重要的参考价值,但也存在一些如漏校、误书、误改、校勘未尽之类的疏误,文章谨掇其十例试作说明。     

金元柳宗元文章接受史

金元两代对柳宗元文章的评论不多,但也有王若虚、辛文房和刘谧等人的重要评论。此时期虽部分延续了前代的韩愈优于柳宗元的主流说法,但也出现了柳宗元胜于韩愈的新论。由于特殊的时代性,两朝文人受儒家思想影响较小,他们对柳宗元文章的评价,大多是从文章本身出发,较为开放、宽松,从某个侧面折射了金元文人特殊的愿望和追求。