略论英语整体阅读能力的提高

阅读是英语学习中获得信息的主要来源，提高阅读能力极为重要。但经由什么途径，怎样阅读，才能使阅读效果更为显，是很多读感到困 惑的问题，章拟从词汇，语法，篇章信息三方面入手，提出一些建议。     

Education as action/the adventure of education: thinking with Arendt and Whitehead

ABSTRACT

Understanding and action are central themes in Hannah Arendt's thought and an idea that runs throughout her work is that whenever human beings act, they start processes. It is in this light that she saw education as a process whose aim is to make human beings feel at home in the world. Given the centrality of process in understanding action, early on in her work, Arendt reflected and drew upon the ideas of Alfred Whitehead, the philosopher of process. Education in his thought is an art and an adventure whose object should be to enable students to grasp the process of life itself and imagine different worlds. In this light, universities are crucial in creating conditions of possibility for imaginative learning and intellectual adventures. Taking action, process, imagination and adventure as my central ideas, in this paper, I make connections between Arendt and Whitehead in an attempt to think about education within and beyond ‘dark times’.     

化学用语教学中提高学生记忆效果的几点尝试

记忆是学习的基础，学生的记忆效果直接影响学生的学习成绩和学生学习化学的兴趣。本文从兴趣、理解、利用多种形式的练习、让学生充满信心地进行记忆、及时复习五个方面论述提高学生的记忆效果。     

用"会、通、精、化"标准评判中学生作文等级

目前的作文教学,缺少一套行之有效,简单明了的作文等级评判标准。笔者以为借鉴艺人学艺“会、通、精、化”的四层境界,来作为评判中学生作文等级标准,不失为一种易掌握,好操作的方法。     

作文教学散论

当前作文教学的根本问题是缺乏正确的理论指导。要改变作文教学的这种落后局面，就必须走出“经验”的误区，进行作文教学的理论建设，实现作文教学理论的科学化。     

东亚国际理解教育的价值冲突探新

国际理解教育理念自联合国教科文组织于1946年提出以来，在全世界得到广泛传播和发展。但是，各国实施国际理解教育的出发点和目的不尽相同，这使其在本土化过程中面临诸多矛盾和冲突。本文对焦中日韩三国际理解教育发展过程中的价值冲突，以期为我国国际理解教育的理论研究提供些许参考。     

读“言下之意”——英语双关的语言艺术及其理解

修辞格是语言应用的高级手段。作为辞格的一种，英语双关具有机智、诙谐、含蓄、形象等诸多语言特色，令话语富于感染力和表现力。英语双关是高层次的语言使用艺术，其有效解读需要丰富的词汇知识和深厚的文化素养做基础。     

《于丹〈论语〉心得》:自由化误读的典型

文章列举了《于丹〈论语〉心得》的15类错误解读的书证，认为该书是集误读、曲解、胡吹之大成，流毒特广。这种误读以及被炒作为“经典文章阅读热”“自由化阅读热”的典型个案，已演化为当代学坛的阅读公案，大有从阅读病理学角度进行系统评析的必要，有从阅读学理论高度进行科学清算的必要。     

Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists

Postgraduate student teachers’ conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features (specifically environmental, economic and social factors); and (iii) in contrast to these grounded approaches, examination of the responses in light of a pre-specified framework. Notable findings were: (i) the large numbers recognizing the centrality of environmental (87%), economic (69%) and social (49%) factors—about a third highlighted all three factors (the geographers significantly more so than the scientists), while a further third mentioned two of them; (ii) when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with preservation of diversity, and with uncertainty and precaution in action; (iii) only one response contained an aesthetic element; and (iv) when comparing education for sustainable development with environmental education, the most frequent view identified the former as broader. The findings are related to contemporary literature in the field and some implications for PGCE learning are considered.     

“为了理解的教学”模式在化学教学中的应用

美国哈佛大学教育研究生院开发的全球网络培训课程项目的核心是＂为了理解的教学＂模式,本文简单介绍了这一模式的四个基本组成,并将其应用到高中化学教学中,总结了它的应用价值。