名称作为严格指示词可以有涵义吗?

断定作为严格指示词的名称无涵义,可能的原因有两方面:一是直接指称理论与严格指示词理论之间复杂而混乱的关系,二是克里普克反描述主义的基本立场。通过澄清历史与理论的误解并深入剖析克里普克意义理论框架表明,从上述两方面的原因并不能得出名称无涵义的结论。其实,克里普克对名称的描述理论反对并不彻底,名称作为严格指示词,是可以有涵义的。     

Parental requests for evaluation and authorities’ responses: issues of accord

The present study investigated the reasons of parents request for the initial evaluation to determine their children’s special educational needs (SEN) and the state authorities’ response in the Greek educational system. For the needs of the present study, 250 case files were randomly selected from a state Centre for Differential Diagnosis and Support, which is responsible for the identification, evaluation and intervention for students with SEN. Various data were recorded, such as parental reason for requesting the evaluation, the official designation for each case, whether the parent accepted the evaluation results and whether any individualised intervention plan or other recommendations were specified. The analysis suggested that most cases involved students with learning disabilities, although a certain degree of disagreement in the classification of students was observed. For the majority of cases, parents accepted the official diagnosis; however, the state centre did not offer an intervention plan to benefit the students in the majority of the cases. Implications based on the present study findings are considered.     

高等学校学科团队建设路径研究

基础性、发展性、竞争性、战略性是学科团队建设人才资源功能的指向,学术大师、学术骨干、创新团队是学科团队建设的战略抓手。目前,高等学校学科团队建设中存在当前需求与未来需求、整体提升与能级匹配、学科需求与社会需求三对矛盾,而学术水平、实质匹配、自主创新则成为高等学校学科团队建设的焦点。     

《多媒体课件设计与制作》课程中几种教学方法的运用

传统的教学模式强调知识的传承,把传授知识当作教学的主要目标,忽视对学生自主学习、自主探究能力的培养。教学改革要求教学方法也应作出相应的改革,要加快推进教学从传统的知识传授型向多种新型教学方式转变,建立以学生为中心、教师为主导、共同学习的新型师生观。《多媒体课件设计与制作》是我校开设的主要课程之一,新型教学方法在其中的运用,是该课程改革的重点。     

科技期刊封面年卷期标注亟待规范和统一

调查发现科技期刊封面年卷期标注不规范现象比较严重,建议规范和统一.     

内在参照框架的构建规则研究——以方位概念“前”为例

在静态环境中,外部内在参照框架中的参照物的外部投影特点与其形状、维度和功能相关;内部内在参照框架中的参照物在定位自身的某个区域时需要首先进行内部前后分区。外部投影和前后分区在静态环境中都以参照物的固有"前"方位特征为前提,而在动态的场景中,物体的移动可以使没有固有"前"方位特征的参照物临时获得"前"的赋值,使其外部投影、内部分区以及对目标物的定位成为可能。