Topic variability and criteria in interpretational history teaching

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topic-applicability criteria were discerned in the teachers’ elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of ‘canonised interpretativity’ in lesson materials and the curriculum, and to the degree to which they belonged to ‘cold’ (morally neutral) or ‘hot’ (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.     

A Fresh Theoretical Perspective on Practice‐Led Research

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.     

Ethical issues of online communication research

The paper addresses severalethical issues in online communication researchin light of digital ontology as well as theepistemological questions raised by theblurring boundary between fact and theory inthis field. The concept of ontology is used ina Heideggerian sense as related to the humancapacity of world construction on the basis ofthe givenness of our being-in-the-world.Ethical dilemmas of Internet research thusarise from the tension between bodily existenceand the proper object of research, i.e., onlineexistence. The following issues are beingconsidered: online identity, online language,online consent and confidentiality. We alsoargue that research ethics in the US followsthe utilitarian tradition, while Europeanresearchers are deontologically oriented. Aguideline of best practice in online researchethics is proposed.     

从虚构到呈现:浅论林白小说的自白意义

林白的小说创作是一次次从虚构到呈现的过程,即通过其独特而自由的、充满自省和批判意识的自白式书写,完成了个体与世界整体的沟通,完整表达了其创作的自白意义。林白不同时期的代表性文本从女性意识、生命残缺者以及历史文化语境三个方面,展示了作家从虚构到呈现的创作流变和创作意图,以其特有的自白意义揭示出个人化写作所代表的审美取向和社会价值。     

“Nobody Really Wants to be Called Bossy or Domineering”

This article examines talks given by 12 female media professionals at a Southern US university’s center on women in communication between 2013 and 2015 to identify the influence of hegemonic masculinity in industry speak about women and professionalism in the fields of journalism, advertising, and public relations. This paper applies a feminist critique of discussions about “work–life balance,” “leaning in,” “emotion,” and language about the role of technology and innovation in women’s careers, to argue that inherent in these discussions about media professionalism are traits that perpetuate binary notions of feminine–masculine traits of the workplace. As a whole, these messages fail to account for notions of intersectionality and perpetuate inequality and masculine power for future professionals.     

领域分析范式视角下知识组织中若干问题研究

从领域分析范式的视角研究知识组织的若干基本理论问题,包括主题分析、分类法、语义关系和知识组织的基本原则等。对国外该方面研究的最新进展进行述评,并从情报学学科整体建设出发阐述领域分析范式的作用与意义。     

从《维莱特》探讨夏洛蒂·勃朗特的女性意识

夏洛蒂·勃朗特是十九世纪英国著名的女作家,她的作品一直以来受到国内外文学批评家的高度关注。《维莱特》是夏洛蒂最后一部完整的小说,文学批评家从多角度对这部作品进行了研究,但很少有学者从女性主义批评的角度解读这部小说。文章旨在以小说文本为基础,结合夏洛蒂·勃朗特所处时代背景,从典型女性人物形象比对、女主人公情感经历、小说开篇与结尾的巧妙设计三方面探究夏洛蒂·勃朗特在《维莱特》中传达的先进的女性意识。     

女性主义叙事学在翻译批评中的应用——以《在我的开始是我的结束》英译为例

女性主义叙事学结合社会政治语境分析故事和叙事形式中的性别政治含义。这种意识形态和叙事形式并重的方法值得借鉴到女性主义翻译批评中来,克服以往停留在故事层面上的纯政治文化批评的片面性。采用女性主义叙事学视角,结合翻译的社会政治语境,在故事和表达形式两个层面对《在我的开始是我的结束》的英译文展开女性主义翻译批评,探讨女性主义叙事学在翻译批评中的应用和意义。     

The Narrative Authority of George Eliot in Middlemarch:An Analysis of Dorothea and Her Marriages

Middlemarch is considered Eliot's one of the most controversial novels. Most critics apply feminist criticism to unscramble the novel and draw that it's a comedown of feminist fight and a loss of feminist discursive authority for the protagonist Dorothea hides in the protection of marriage.The paper aims to employ the theory of feminist narratology to reinterpret Middlemarch. Through the analysis of the two marriages of Dorothea, the dissertation draws the conclusion that Eliot manages to win the discursive authority in a man-dominating era, and the authority is based on a dual voice-the voice of a woman writing in the name and company of men.     

如何设计“以学习为中心”的学习空间?——以小学阶段为例

设计"以学习为中心"的学习空间,是推动教学结构向学习结构转型的基础。针对当前学习空间设计研究缺乏学理依据、实践操作性不强、"以学习为中心"难以体现的问题,文章以发生认识论为学理基础,首先指出教育工作者应以学段和认知层次设计学习空间;随后,文章从发生认识论和学习空间的交界点学习活动切入,构建了发生认识论视角下的学习空间设计模型;最后,文章以小学阶段为例提出了学习空间设计方案,即从第一学段(1~3年级)到第二学段(4~6年级),物理场所需从逼真逐步走向深刻,虚拟场所需从体现趣味转为注重关联,工具性客体需从易理解操作转为促进抽象认知,而对象性客体需从重直观发展为关注抽象。文章期望能够推进教育领域设计遵循教育规律的学习空间,以响应我国教育新型基础设施建设战略要求。