中美师范生对于理想教师标准的评价及比较

通过相似的问卷调查统计,比较中美两国师范学生对于理想教师标准的评价,一方面对于师范教育的问题及对策有所启发,另方面由中美两国的相似和相异看出不同社会对学生观点的影响。     

物质追求和精神追求的交锋,现代社会中人类生活的困境

通过索尔.贝娄的两部小说《赛姆勒先生的行星》和《更多的人死于心碎》,分析人类由于物质追求和理想追求的冲突而产生的精神危机。《赛姆勒先生的行星》表现了主人公在物质生活极其丰富的社会里,对精神危机的深刻反思。而写于20世纪80年代的《更多的人死于心碎》则通过一对夫妻失败的婚姻来揭示美国社会畸形的价值观,婚姻和爱情失去了本来应有的神圣和纯洁,成为一种利益驱使下的交易。然而,尽管面临着这样一些不同层面上的生活中的困境,两部小说中的主人公到最后都没有放弃对理想和信念的追求。     

中西浪漫主义文学的主体性和理想问题

18、19世纪,欧美出现了最壮丽的浪漫主义文学景观.与古希腊神话与以《西游记》为代表的浪漫主义神话不同,它是资本主义工业化生产方式激起人们开拓自然领域即以科学世界观为其前提的,既有无限的主体性,又是绝对内在的.拜伦、雪莱、欧文、库柏等的浪漫之作,精神与物质互为协调,客观写实因素随之加强;中国浪漫之作如《女神》,主体性无限扩大,精神溢出了物质.在理想问题上,西方浪漫之作常展现出理想化的社会图景,而中国屈原、李白所希望的是圣君贤相施以仁政,20世纪革命加恋爱的浪漫模式,其理想蓝图亦是抽象朦胧的.     

解读莎士比亚喜剧作品中的女性美

这里分析了莎士比亚喜剧作品的独特风格,及描写女性形象美的语言特色和深邃的思想内涵。提出了女性形象美应体现在自尊,独立,友善,忠于爱情及人与人,人与自然的和谐交融之中。从探索人类明,社会进步的角度出发,阐述了仁慈战胜残忍;友情战胜仇恨;智慧战胜愚昧;正义战胜邪恶的道理,从而实现人主义的理想美。     

《了不起的盖茨比》的叙述手法和象征意义

菲茨杰拉德在小说《了小起的盖茨比》中 ,令尼克既充当故事的主人公 ,又作为一位重要的叙述者 ,体现了作者成熟的艺术创作技巧。而象征手法的大量运用 ,不仅丰富了文章的内涵 ,更深刻地揭示了主题     

Coeducational and single-sex physical education: students’ situational interest in learning tasks centred on technical skills

Background: A student’s choice to engage in a learning task is highly related to the student’s environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students’ motivation in task engagement. SI is assumed to be transitory, environmentally activated, and context specific. It has been conceptualized as a multidimensional construct with five dimensions: instant enjoyment, exploration intention, attention demand, novelty, and challenge. Few prior studies have compared SI between girls and boys in physical education (PE) contexts, and these studies have offered contrasting findings. They were conducted in coeducational (coed) or single-sex contexts and used learning tasks centred on a variety of outcomes: technical or tactical skills, creativity and cultural understanding.

Purpose: In the context of the debate on single-sex and coed classes in PE, this study aimed to estimate the effects of single-sex and coed PE classes on students’ situational interest (SI) within learning tasks centred on technical skills. The researchers decided to study learning tasks centred on the development of students’ technical skills, since these tasks are often used by teachers in PE.

Participants: The sample consisted of 177 Swiss secondary school students, aged 11–17 years (M?=?14.07, SD?=?1.41, 96 boys, 81 girls).

Data collection: The students completed the French 15-item SI Scale after practising a technical learning task in single-sex and coed PE contexts. The researchers chose five physical activities (i.e. athletics, basketball, dance, gymnastics, and volleyball), which are commonly taught in the state of Vaud (Switzerland) and provide a balance between masculine and feminine activities.

Data analysis: A two-way repeated-measures MANOVA was performed to examine the main and interaction effects of student sex and class sex composition on the five SI dimensions.

Findings: The results showed a main effect of class sex composition on student SI but no main effect of student sex and no interaction effect of student sex and class sex composition. More precisely, the scores for three SI dimensions (i.e. instant enjoyment, exploration intention, and attention demand) were higher in the coed context than in the single-sex context.

Conclusions: This study encourages teachers to propose coed PE classes to enhance students’ motivation and engagement when practising learning tasks centred on technical skills. This study offers supplementary evidence of the teacher’s role in promoting student SI. Beyond accounting for students’ dispositional factors (e.g. sex), PE teachers can significantly impact students’ SI in technical learning tasks through instructional choices.     

儒家理想人格与大学生思想政治教育

塑造大学生理想人格是大学生思想政治教育的重要内容。当代大学生的现实人格存在着一定的不足,主要表现为道德人格的“沦丧”。儒家理想人格是伦理道德本位的,并且具有入世进取、建功立业等现实性特点。应积极吸收儒家理想人格为仁由己、民吾同胞、经世济民、入世进取等思想,塑造大学生主动、博爱、心怀天下、积极进取的道德人格。同时,应在吸取儒家思想培养理想人格时坚持自觉与自愿、人道与自然统一的原则,塑造大学生智、情、意相结合,真、善、美相统一的理想八格。     

论曹操的理想与理想主义

随着时势的变化与年岁的增长，曹操的理想经历了由郡太守、到征西将军、再到治国天平下贤宰的三个发展阶段。对理想国的描绘与对理想人格的准则，展望了曹操理想主义者的性格特点。曹操名义上对汉朝的臣服，其实是对自己理想人格的忠贞不渝。     

追寻人文理想的校园伦理

校园不仅仅具有空间的物理意义，它应该是一个教育共同体，一个以促进学生精神成长和德性生成的教育共同体。校园中存在着三对主要关系：师生关系、同侪关系和同僚关系，它们有着共同的价值追求。作为隐性教育资源的校园伦理是校园文化建设的灵魂，对学生的成长具有陶冶和熏陶的功能。校园伦理研究要从制度上对校园进行伦理的审视，研究学校这个组织性团体应当担负的伦理责任和应尽的道德义务。虽然学校是社会中的一部分，但是学校不能流于世俗，它应是理想和超越的化身，不断地追寻人文理想应是校园伦理的价值追求。     

学习社会——必要的教育乌托邦

我国正面临着建设学习社会的历史重任,发展适合于全民学习、终身学习的教育设备与教育体系当然是极为重要的,但同时我们要认识到学习社会的深层内涵在于一种价值选择与转换,学习社会具有乌托邦的色彩,按照教育理想主义的逻辑转变我们的教育观念,进而影响我们的行动,同样是形成学习社会的重要条件。