李大钊与中国马克思主义的思想传统

文章针对李大钊研究和中共党史研究中存在的问题,从方法论入手,着力于历史与逻辑的一致,努力发掘真实的"思想存在",动态还原历史过程、逻辑推理过程,从中展现思想的矛盾与冲突,梳理中国马克思主义的思想传统。文章涉及的主要理论问题是认识论问题,社会主义的学理与社会主义史,关于民主的反思。     

关于爱玛的女权主义意识及其社会背景的探讨(英文)

英国女作家简·奥斯汀(1775-1817)以其创作的《爱玛》享誉英国文坛,同时也让她在世界文学史中占有无可取代的独特地位,该文旨在突破传统的思考角度,主要分析女主人公的女权主义的意识,通过对爱玛反叛性格和对至高无上的爱情的追求来分析她的女权主义意识,分析了爱玛女权主义意识产生的社会原因。     

Conceptualisation and development of the physics related personal epistemology questionnaire (PPEQ)

This study was designed to develop an assessment tool to measure high school students’ personal epistemology (PE) in the physics domain by using validation processes. Based on theoretical foundations of PE, the PPEQ was conceptualised on six hypothetical dimensions: structure of knowledge [SK], justification of knowledge and knowing [JK], changeability of knowledge [CK], equations in physics [EQ], quick learning [QL], and source of knowledge [source]. In total, 42-items were developed deductively for these dimensions, and a panel of experts assessed the content validity of the instrument. Subsequently, factor analyses were performed to obtain construct-related evidence. First, exploratory factor analysis (EFA) was performed on the data collected from 362 ninth graders. EFA yielded a six-factor solution which excluded the EQ and divided SK into two dimensions: coherent SK and hierarchical SK. Second, confirmatory factor analysis (CFA) was conducted with the remaining 27-items on data collected from a new sample of 350 ninth graders. The CFA results confirmed that the PPEQ assesses six factors emerged from EFA. Internal consistency of the PPEQ was also found to be very high with Cronbach’s α reliability coefficient of .92, and the coefficients of dimensions ranged from .71 to .83.     

一朵散发出女性主义光芒的玫瑰

从女性主义批评视角重新解读爱米丽,论证在清教思想盛行的南方社区,她不是男权社会的牺牲品。相反,由于敢于追求爱情与幸福,敢于挑战传统观念,以杀死情人的极端方式改写了长久以来妇女被奴役被边缘化的宿命,爱米丽是男权社会的叛逆者并因此而散发出女性主义的光芒。     

《痴婆子传》的文化内涵

《痴婆子传》是中国古典小说中非常难见的以第一人称为叙事者并从女性的心理角度叙述故事的小说,其展现的中国原生女性主义文化具有一定的研究价值。文章从传统道德双重标准的虚伪性、女性觉醒等方面对其所展现的文化内涵进行了解读。     

什么是科学的社会研究?

认识论在历史上的发展凸现了知识的社会维度 ,而大科学突显了科学社会研究的重要性。科学的社会研究已成为一个多学科交叉的领域 ,不同的学者使用不同的方法和概念对此进行研究。     

Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design

As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a comparative case study examining the epistemological framing dynamics of two novice urban teachers, Ana and Ben, as they learned and taught engineering design during a four-week institute for new elementary teachers. Although the two teachers had very similar teacher preparation backgrounds, they interpreted the purposes of engineering design learning and teaching in meaningfully different ways. During her own engineering sessions, Ana took up the goal not only of meeting the needs of the client but also of making scientific sense of artifacts that might meet those needs. When facilitating students' engineering, she prioritized their building knowledge collaboratively about how things work. By contrast, when Ben worked on his own engineering, he took up the goal of delivering a product. When teaching engineering to students, he offered them constrained prototyping tasks to serve as hands-on contexts for reviewing scientific explanations. These findings call for teacher educators to support teachers' framing of engineering design as a knowledge building enterprise through explicit conversations about epistemology, apprenticeship in sense-making strategies, and tasks intentionally designed to encourage reasoning about design artifacts.     

Epistemic insights: Contemplating tensions between policy influences and creativity in school science

Creativity and the way it could be supported in schools is understood differently by policy makers, practitioners and scientists. This article reviews, with a chronological lens, the development of policies that include teaching creativity and teaching for creativity. The epistemic tensions between the intentions of government and the nature of creativity as it emerges in learning or scientific work is introduced and reflected upon. There have been more than nine key educational policies that have been introduced over the last 50 years. Each of these are considered in this article and related to the ways that creativity is understood and expected to be taught, supported or enacted in schools by policy makers. In light of the need to support creativity as a key twenty-first-century skill, to ultimately enable current students (who will become the next generation of scientists) to develop the capabilities to address global concerns, this article highlights issues related to this issue. Epistemic insights are offered that relate to the development of aspects of creativity, including questioning, developing alternate ideas, ‘seeing’ things differently, innovation, curiosity, problem solving and evaluating. The ways that policy related to creativity in science appears not to recognise how creativity can be reified in these ways in schools suggests the need for rapid review, especially in light of the upcoming international creativity tests in 2021.     

张玲译作中的女性主义干涉方式研究

西方女性主义翻译理论是女性主义与译学结合的产物。分属女性主义翻译理论的女性主义干预性翻译强调女性主义译者如何操纵语言干涉意义的生产以影响目的语文化。在翻译策略上,女性主义译者要求对翻译文本进行以女性主义为价值取向的干涉和改写。本文以我国著名的翻译家张玲的翻译作品为研究对象,试探究张玲在其翻译过程中所采用的女性主义翻译干涉方式。     

新构建的基础理论学的意义、方法和任务

在已有工作的基础上,从意义、方法和任务三方面进一步介绍新构建的基础理论学.