期刊品牌理念的形成与创建思考

在激烈的期刊竞争中，期刊应创立自己的品牌。期刊品牌是期刊精心打造的具有先进的文化内涵、鲜明的传播风格和独到的装帧设计，并为特定的读者群体广泛认同的期刊的总体形象。创建期刊品牌要准确定位办刊理念和读者对象，做好选题策划，努力提高文章的学术质量，以及建立一支高素质的编辑队伍，等等。     

关于学术期刊编辑规格标准化的若干问题

在期刊编辑出版工作中,需要按国家标准规范的内容,几乎涉及到编辑出版工作的全过程,包括文题,作者署名,摘要,关键词及其标引,正文的编排,数字用法,标点符号的使用,之后参考文献的著录等等.对上述规范进行说明和解释,有助于论文写作者在实际操作中有章可循,不致犯相关错误.     

民国时期留日学生的学科专业特点分析

留日教育是民国时期留学教育的重要组成部分，留日学生的学科和专业结构发生了一系列的变化，以此为对象，考察和分析民国留日留学生所学学科专业特点及其成因，并试图分析民国政府在留日学生学科和专业结构不断完善过程中的推动作用。     

开启梦魇的迷宫——残雪研究述评

残雪是谜,是一个现代艺术之谜,也是一个关于人的存在和世界本身的哲学之谜。在中国先锋学的里程表上,其本所成就的高度令人瞩目。但长期以来,残雪总是徘徊在艺批评视域的边缘,对其作品的研究亦一度深陷阐释的泥潭而无以自拔。正因如此,对整个残雪研究进行准确把握并做一种综合性的考察无疑有着重要的意义。本纵向梳理了近20年来的一百多篇相关论,从历时性的角度按年代把它分成三个阶段,同时对各个阶段的研究重心进行横向对比并反思其得失,试图在前人研究的根基上探寻更为宽广的阐释空间,以促进残雪研究的深入发展。     

Student formation in higher education: teachers’ approaches matter

Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally.     

With or without U? Assemblage theory and (de)territorialising the university

ABSTRACT

Contemporary changes in the domain of knowledge production are usually seen as posing significant challenges to ‘the University’. This paper argues against the framing of the university as an ideal-type, and considers epistemic gains from treating universities as assemblages (e.g. DeLanda, M. 2016. Assemblage Theory. Edinburgh: Edinburgh University Press) of different functions, actors and relations. It contrasts this with the concept of ‘unbundling’, using two recent cases of controversies around academics’ engagement on social media to show how, rather than having clearly delineated limits, social entities become ‘territorialised’ through boundary disputes. The conclusion extends this discussion to the production of knowledge about social objects in general.     

高校学报要实现开放办刊首先必须强化主体意识

高校学报的封闭办刊格局与现代社会的开放特征是不相适应的，改革学报的封闭办刊体制已是大势所趋。改革的当务之急是要树立和强化学报的主体意识。高校学报强烈的主体意识有助于推动其面向社会开放办刊，尽可能向社会汲取和输出一切有利于自身和社会发展的优秀文化成果，从而形成一种能与社会相互作用、相互促进的良性循环。     

刘天华对中国民族音乐改革的贡献

在五四运动中，刘一华先生以一个教育家和艺术家敏锐的洞察力和艺术的使命感对中国民族音乐进行了改革，在中西方文化碰撞中，以中国传统文化为基础，“借洋兴中”，弘扬民族音乐。他的美学观，对当代音乐教育改革有着深远的指示意义。     

稿源结构与学报的学术质量

高等院校学报的稿源结构主要由单位信息、学历信息、职称信息和课题信息构成,学报稿源结构优良与否与学报学术质量的高低有很大关系。文章随机选择了部分财经类高校学报进行稿源结构对比研究,结果证实,稿源结构好的学报,其学术质量必然高;而稿源结构差的学报,其学术质量相对较低。     

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.