传统与创新——对高校古代文学教学的几点看法

中国古代文学课程是一门人文学科,作为传统的课程,面对日新月异的当今社会,自身的缺陷越来越突出,改革日趋迫切。本文从古代文学学科的自身特性、教学手段的现代化、施教者自身的完善三个方面来阐释对古代文学教学改革的一些看法。     

锡伯族伦理思想概论

锡伯族是一个勤劳、勇敢、智慧的民族。他们在长期的社会生活中形成了具有自己民族特色的伦理思想。文章分别就锡伯族的生产生活、社会公德、恋爱婚姻家庭道德、文体活动、宗教节日中的伦理思想进行了概述。这些伦理思想和道德观念既是锡伯族文化和人民精神生活中的宝贵精神财富,对该民族的生存和发展起着极为重要的作用,同时也是中华民族伦理思想以至于世界民族伦理思想中不可或缺的组成部分。     

Connecting Children's Stories to Children's Literature: Meeting Diversity Needs

Combining children's natural storytelling abilities with quality multicultural literature serves to enhance their language skills and students' appreciation of cultural differences. Narrative abilities—particularly stories—are a natural vehicle for building on children's oral language skills and develop literacy with print. If the stories have a multicultural focus, it is only natural that readers and participants will develop an appreciation of both cultural similarities and differences.     

文化普遍性与特定性在人格结构研究中的论争

人格结构的研究存在两种分歧:一种是以大五模型为代表的文化普遍性观点;另一种是以本土心理学为代表的文化特定性观点.本研究认为,不应该把人格文化的普遍性和特定性视为互相矛盾、彼此排斥的关系,而应承认人格既有普遍性也有文化特定性的成分.人格结构是文化普遍性和文化特定性的统一.     

关于新时期大学生入党动机教育的思考--兼谈大学生价值观的困惑与引导

通过对部分大学生中存在的不正确入党动机现象的分析，透视了新的历史条件下部分大学生在价值观方面存在的困惑或偏差，提出通过加强大学生价值观方面的教育和引导，以端正其入党动机的方法和途径。     

Supervision learning as conceptual threshold crossing: when supervision gets ‘medieval’

This article presumes that supervision is a category of teaching, and that we all learn how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews across campus [n7] sought to discover whether there were discipline differences among challenges. Findings suggest that supervision is often troublesome, and that lessons learned during supervision are irreversible, taking the learner to a deeper level of understanding, all aspects of threshold concept crossing. However, there was more that led me from threshold concept to conceptual threshold crossing theory: the darker themes of the data suggest that truly troublesome learning is more like that which occurs in early English literature, where threshold crossing is a common motif. Many early English stories show heroes in liminal, threshold spaces, often the forest, where their skills and methods are inadequate for ordeals. The result is their acquisition of what educational jargon might call leadership attributes and emotional intelligence. The title draws on Tarantino's [1994. Pulp fiction [Motion picture]. United States: Miramax Films] ‘getting medieval’ to mean threatening, unpleasant, off the edge of the known. Medieval English stories specialise in challenge: they focus on the doing, being and feeling of hard learning. When ongoing challenge from the unexpected troubles supervisors, it also enables, or forces, the acquisition of new attitudes, skills and attributes. I expand conceptual threshold crossing theory by adding the heuristic model of the medieval threshold crossing motif to interpret troublesome learning. Findings raise further research questions: how might novices avoid danger in the dark forest as they traverse their supervisory path and how can institutions support those who find themselves there.     

Addressing the wicked problem of quality in higher education: theoretical approaches and implications

This article explores the wicked problem of quality in higher education, arguing for a more robust theorising of the subject at national, institutional and local department level. The focus of the discussion rests on principles for theorising in more rigorous ways about the multidimensional issue of quality. Quality in higher education is proposed as a wicked, ill-defined problem that is under-theorised yet associated with high stakes policy-making and funding, particularly at the macro national level. Theoretical frameworks informing the quality debate in higher education are explored before proposing four sensitising concepts as potential vehicles for enhancing theory-building around quality in higher education. The article concludes by considering practical implications for governments, universities and departments grappling with the complex suite of problems associated with defining, theorising, measuring and demonstrating quality in higher education.     

Interrogating discourses of intercultural education: from indigenous Amazon community to global policy forum

This article investigates discourses of intercultural education, taking as its starting point two ‘encounters’ in 2010 with contrasting aims and expectations of intercultural education. One is the launch of the 2010 Global Monitoring Report, where intercultural education is viewed as a means of overcoming marginalisation and promoting inclusion, and the other is in a rural Amazonian community context, where intercultural education serves to actively compound processes of exclusion. The article examines these discourses of intercultural education, locating them socially, culturally, politically and historically, and draws distinctions between educational analyses of diversity that emphasise identity and difference and those that prioritise interculturalism. It exposes complex and intersecting dynamics of social change and political contestation in the Amazonian ‘encounter’, which question the viability of globalised (technical-adaptive) strategies for inclusion of people whose intercultural lives are characterised by abjection and marginalisation.     

遵循现代管理理念 建立科学的高校人力资源管理体制

通过对现代人力资源管理和传统人事管理的理念和方式进行分析比较发现,当前高校人事管理存在管理理念上以事为本、管理方式上以控制为主、管理行为上以应付局面为主、管理效果上片面强调稳定等问题。高校应创新人事管理改革和建设思路,建立以岗位管理为核心的管理体系、严密的组织和制度体系、体现人本思想的人员调配机制、科学的考核评价机制和有效的激励与竞争机制,以实现传统人事管理向现代人力资源管理的转变。     

孙子兵法“算胜”战略思维观念与企业战略管理

《孙子兵法》本质上是论述"战胜"的战略和谋略著作,蕴含了科学的战略思维观念和战略思维方式、方法。企业战略管理是建立在战略思维基础之上的全局性、长远性、竞争性的战略计划、战略实施、战略控制和战略评估的动态管理过程。《孙子兵法》战略思维观无疑对企业战略管理具有科学的指导价值。《孙子兵法》提出的"算胜"战略思维观强调,要高度重视企业战略管理活动中战略决策的重要性,要充分认识企业战略管理活动中战略决策思维的重要性,要重视企业战略管理活动中正确运用战略决策思维方法的重要性。