《电路原理》教学中的思维障碍分析

从心理分析角度看，学生在学习电路过程中，由于在思维过程中某些环节上出现了障碍，感到学习电路非常困难．因此，在电路教学中，教师必须掌握学生的学习特点，研究和分析学生学习电路的思维障碍，采取相应的措施对学生进行思维训练．     

“Is This What You’re Talking About?”: Identity Negotiation in International Teaching Assistants’ Instructional Interactions with U.S. College Students

The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between content expert and language novice in the actual instructional interactions with U.S. college students. The data under study consist of a number of dyadic office hour interactions. The matter of analytic interest is the type of sentence completion that U.S. college students use to assist or improve on ITAs’ instructional discourse. While interactionally accommodating, sentence completion may position the ITA instructors as language novices, and furthermore cast doubt on their situated identity as instructors. The findings here may shed some light on our understanding of how ITAs are negatively perceived and even stereotyped in their instructional discourse.     

从数学方法论看高等代数与中学数学的多种联系

高等数学类课程在知识上是中学数学的继续和提高，在思想方法上是中学数学的因袭和扩张，在观念上是中学数学的深化和发展．高等代数与中学数学在思想方法方面的联系主要体现在抽象化思想、分类思想、结构思想、类比推理思想、公理化方法等方面．注意与中学数学的联系对比不但可以降低高等代数课的学习难度，而且增强了高等代数课对培养中学数学教师的指导作用。     

习近平扶贫思想的历史溯源与现实思考

面对贫困这个普遍的世界难题,习近平结合我国扶贫实际,在继承和发展前人思想和经验的基础上,充分运用马克思主义世界观和方法论,创造性地提出了一系列扶贫理念、举措和战略,形成了一套对中国扶贫工作具有科学指导意义和实践价值的思想体系。习近平扶贫思想是习近平新时代中国特色社会主义思想的重要组成部分,具有深厚的历史渊源、丰富的时代价值和可实现的实践路径。研究习近平总书记关于扶贫工作的重要论述,对于打好脱贫攻坚战、决胜全面建成小康社会具有重要意义。     

近年国外鲁迅研究扫描

国际政治与社会思潮的变化，导致了国外鲁迅研究中泛政治化倾向的消解。在多元文化中，世界性文化比较研究，文本的文化解读，历史文化的史实辨正，阅读接受研究，构成了20世纪90年代以来国外鲁迅研究的主流。     

Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education.     

屈原的为政思想在《离骚》中的体现

伟大诗人屈原一生致力于楚辞文学,其中尤以《离骚》著称。终其一生他都在为楚国的兴盛奔走呼号,可惜朝廷昏暗不明,小人当道,致使屈原的政治理想无法实现。我们通过反复研读《离骚》,可以真切地捕捉到诗人的以政为德、治理美政,以民为本、情系人民,呕心沥血、举贤授能,忠君爱国、高尚峻杰的为政思想。     

隐喻思维方式初探：从莱可夫网上公开信谈起

现代隐喻理论认为，隐喻不仅跟语言有关，而且也跟思维和判断推理有关。恰当的隐喻有助于人们作出正确的决策，而决策失误也往往与不恰当的隐喻有关，Lakoff发表在网上的公开信、Schǒn关于“贫民窟是疾病”或“贫民窟是自然社区”和“漆刷是水泵”的概念隐喻，清楚地说明了隐喻是如何被用来支配影响人们的判断推理和人民基于此判断推理之上的行为，以及隐喻如何被用来产生新视角，分析解释问题，为创造发明开辟新思路，本对此问题进行一些分析和探讨。     

周作人文艺思想重评

周作人的文艺思想是丰富而复杂的,时至今日,国内学术界对其文艺思想的认识和评价仍是不全面和不公正的。他的文艺思想主要包含六个方面:倡导人的文学的思想;倡导文艺自由的思想;主张文艺应抒写个人性情、应有个性;主张文艺应具有民族特色和地方气息;倡导“自由之中自有节制,豪华之中实含清涩”的古典韵味;主张文艺批评也是创作。     

浅论儿童语言习得的内在因素

左脑半球的语言中枢是语言习得的必要条件 ,但其语言习得能力在青春期之后却迅速衰退 ;语言习得必须以语言理解为基础 ,思维决定语言并先于语言 ;智力与语言无本质联系 ,但却影响语言控制能力的发展 ,这些内在因素对语言习得是至关重要的。