从《儒林外史》看吴敬梓对治学与治生问题的思考

《儒林外史》是一部表现封建文人生活状态和精神状态的长篇小说。这部作品通过对三大类知识分子形象的描述,展现了其所在时代知识分子的治学和治生追求,显示出作者在新的历史时期中对知识分子命运和追求的冷峻思索,回答了治学和治生的关系问题,并为知识分子指出了一条崭新的人生发展道路。     

Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?

This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes.     

Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction

Teachers’ capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers’ turnover intentions, perceived inadequacy in teacher–student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers’ sense of professional agency was completely mediated by perceived inadequacy in teacher–student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher’s capacity for adaptive reflection and active transformation of instruction.     

18世纪末19世纪初中国的流动人口 --以嘉庆朝刑科题本档案资料为范围

从中国第一历史档案馆所藏的"内阁全宗·刑科题本·土地债务类·嘉庆朝"档案资料,可以梳理出18世纪末期19世纪前期流动人口的移动方向、职业和生活状况.其时,后世发生的"闯关东"的现象业已萌生,由于清朝辖区的扩大和稳定,提供了人口密集地区的居民移动的新去处;"湖广填四川"仍然在继续;流动人口的职业,具有卑微性、多样性和不稳定性的特点;流动人口的生活没有保障,一部分人没有家庭生活,生活状况相当悲惨,这是命案不断产生的基本原因.     

当代西方人类生存困境的反思——兼论中国现代化的途径

人与自然、社会以及自身的关系的异化是当代西方人面临的深层次的生存困境。以工具理性的极度张扬与价值理性的日益被边缘化为表征的工具理性和价值理性的当下断裂,是产生这种困境的根源。因此,在积极发展工具理性的基础上,进一步弘扬中国传统优秀人文精神(价值理性),是当代中国走向现代化的合理途径。     

家族、生存和人性的悲剧——重评张爱玲的小说《金锁记》

《金锁记》自问世以来就受到读者和批评家的普遍关注．人们对作品中主人公曹七巧的评价也逐渐达成了共识,即曹七巧是人性恶的典型,而她对金钱的贪婪是造成其悲剧的主要原因,本文对此说提出质疑,认为曹七巧是一位融人性的普恶美丑于一体且具丰富内蕴的艺术典型。她的悲剧,既是家族制度的悲剧,又是生存和人性的悲剧。     

活劳动是知识产品价值的唯一源泉

活劳动是商品价值的唯一源泉，知识产品的价值是复杂劳动的结果，它对使用价值，进而对生产力的巨大推动作用，并不影响商品价值的形成；知识产品的价值形成于人的劳动，并以其自身的价值而成为商品价值的构成之一；活劳动仍然是知识产品价值的唯一源泉。     

Positive teacher–student relationships go beyond the classroom,problematic ones stay inside

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.     

彝族灵魂观透视

彝族灵魂观认为,万物有灵,灵魂不死。人是有灵魂的,人死了以后,灵魂就离开了人的躯体到处游荡,所以要请毕摩(巫师)作祭,悼念死者,给死者的灵魂指路,让他尽快回到祖先的发祥地,同幽冥世界的祖宗在一起,重新劳动生息,接受子孙的祭祀,庇护后人繁荣昌盛。彝族灵魂观具有多元性、游动性、永久性、现实性等特点。