杭世骏《诸史然疑》小识

清乾嘉时期是中国历史上考据之风盛行的年代,学者们为了还原史书的本来面目,做了大量细致缜密的校勘整理工作,这些研究成果往往体现在学者们的文集笔记当中。杭世骏的读史笔记《诸史然疑》便是其中一例。试对《诸史然疑》的文献考证与史评及其特点做以介绍,并加以点评,希望能为后人的进一步研究提供帮助。     

Young children’s communication and expression of values during play sessions in preschool

The article explores how young children between one and three years old communicate and prioritise values in order to create and be a part of a community during play sessions in an Icelandic preschool. Furthermore, it aims to investigate the value conflicts that might occur and how the children resolve such conflicts. The study adopts the phenomenological approach of Merleau-Ponty emphasising human bodily existence. Data consist mainly of video recordings. The findings show three main categories that illustrate the values that the children prioritised and found meaningful to their interaction in their play: the value of ownership of toys, the value of others’ well-being and the value of belonging to the community. The values could also be in opposition to values that were either prioritised within the group of children or emphasised by the educators. The study implies that play situations are a valuable arena for children’s learning of values. The value conflicts appeared to be especially important, including children’s confrontations with each other’s perspectives and requiring the children to clarify their views. Thus, children’s positions and possibilities within the group became visible and influenced the resolution of the conflicts.     

陈源村叶宅建筑的文化与环境特征的研究

通过对叶氏花厅建筑与环境的分析,探究其生态人居环境和历史文化内涵。叶氏花厅建筑充分体现了当时的文化思想理念,蕴含着丰富的历史文化渊源,具有选址合理、布局巧妙、构思灵活、园林艺术精湛绝伦等特点,集中反映了闽北山地特征、风水意愿和地域审美倾向。其鲜明的地域文化、宜人的人居环境、精湛的建筑构造,充分体现了在生态人居环境方面的成就,对于研究闽北民居、廊桥建筑、民风民俗具有重要的价值。     

我国教师的儿童研究:缺席的根源和现实的课题

通过近6年的田野研究发现,我国的中小学基本上只有校本教学研究,鲜少有教师开展的儿童研究。缺少国家政策的引导、教师的儿童研究没有被认可或意识到,是我国教师的儿童研究缺席的根源。从国外儿童形象研究的进展看,"发现为本的形象"是儿童在校的主要形象,这与我国深度课改中的儿童定位是一致的;然而在我国的中小学课堂中,儿童的"发现为本的形象"基本缺席;据此,从研究内容层面提出我国教师研究儿童的现实课题:每位中小学教师亟待研究自己所任教儿童的想法、学习兴趣和体验。     

‘I want people to believe in me,listen when I say something and remember me’ – how students wish to be treated

In Sweden the compulsory school curriculum prescribes that education should promote learning in different subjects while simultaneously assisting students to develop into citizens of good character. To achieve these goals students need to cultivate such character strengths as respect and responsibility, so that they can create positive relationships and live in a community. The development of these skills in a school setting could be called character education. Research shows that good character education promotes the moral development of students and also enhances their academic learning. Giving voice to students is the cornerstone of character education; if adults in schools listen carefully to students educational practice can be improved. This study was conducted in a secondary school in northern Sweden. The phenomenology of the life‐world and the principles of participatory and appreciative action research guided the research. The aim was to explore student voices as they described how they do and do not wish to be treated by others. The empirical data consisted of written responses to questions posed to students in Grades 7 and 8. The data analysis revealed four themes: striving for mutual understanding, being accepted for who you are, seeking honesty and truth and being acknowledged, recognized and encouraged. A comprehensive understanding of the themes suggests how practice may be improved in educational settings.     

教育研究:走向生活体验--马克斯·范梅南教育学研究方法论探微

传统的教育研究由于远离了个体的生活体验而丧失了生活意义.当代教育研究应该注重生活体验,走向生活体验.范梅南提出的"生活体验研究"是一种教育学研究方法.它不同于自然科学的方法论,是以人为中心的解释性研究模式,是解释现象学教育研究方法.     

教育现象学——一门成人与儿童如何相处的学问

范梅南的《教学机智》、《生活体验研究》和《儿童的秘密》等书近来在大陆相继出版,引起了国内学者和一线教师对教育现象学的极大关注。人们对教育现象学很感兴趣,但又有诸多疑问。什么是教育现象学?教育现象学做什么?如何运用教育现象学来从事教育和教育研究?本文尝试做出回答。     

从《世说新语》看魏晋士人的独特个性

《世说新语》记载了东汉后期至晋宋间一些名士的奇闻趣事,为我们展现了一幅士人百态的画卷,也为我们勾画出了他们玄学背景影响下的独特个性。那些自然的追求、情感的进发、风度的清远和言语的艺术,直到现在都是一面了解魏晋士人的镜子,带着我们更深刻地了解魏晋的那些人和事。     

Polyphony in the classroom: reporting narrative action research reflexively

Against the background of Swedish preschool's historical and traditional functions in Swedish society, this article focuses on some of the choice points and their implications for professional and organisational development in preschool. By combining feminist pragmatism and feminist action research, some analytical points are made regarding the significance of organisational settings and the limitations they can have on the professional practices within the organisational setting. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers. The role of action researchers is described in terms of positions and ethics. The latter is presented as particularly important.     

生活体验研究：含义、原理与主要环节——范梅南的教育学研究方法论在教师教育意义上的解读

“生活体验研究”是范梅南提出的一种教育学研究方法。它不同于科学理性的方法论，是以人为中心的解释性模式。是解释现象学的教育学研究方法。它通过“悬置”、体验、描述(现象学反思)、阐释(文本写作)来展开教育学研究，“生活体验研究”是具有教师教育功能的一种教育研究方法。