解释与学术——《选择·接受与疏离》导论

从事学术研究首先应对解释问题有所思考。本文对于中国与西方的解释观念进行了粗线条的梳理与论述 ,着力显示西方现代解释学的精髓及其缺失 ,为研究 2 0世纪中西文化交融 ,中国学者接受西方文化的学术轨迹 ,尤其是王国维接受叔本华、朱光潜接受克罗齐提供一种理论视界 ,使学术研究能深入到对于接受者前结构层面的探讨。     

学生视角下PBL教学法临床专业应用探讨

PBL是目前较为新颖的教学方式。与传统课程相反,PBL鼓励学生主导课堂、自主学习,能培养学生的自主学习能力、团队协作能力、逻辑能力,有助于学生的发展。PBL课程在我国尚处于起步阶段,需要进一步的探索与实践。     

多元社会化教学研究的新视点

当今世界是一个全球化的时代，全球化必然导致一系列新的理念的产生，理解，尊重，民主，合作，开放，个性化等一连串的问题成为人们走向未来的思路，成为一种多元的时代精神，当这种时代精神具体地渗透到教学及其研究领域的时候，它就浓缩为对生命世界的关注。     

中国传统绘画构图程式的再认识

中国传统绘画的构图有明显的程式化特征,而其中又主要体现在“S”型构图程式和独特的空间构成程式方面．     

英汉互译中的视点转换

由于英汉两种语言对同一事物或命题可能会从不同方面来描述 ,同一思维内容可能会有不同表达方式 ,翻译时应注意知觉视点和时空视点的灵活转换 ,以摆脱原语语言形式的束缚 ,使译文更符合译入语习惯。     

Urban primary school headship in England: an emotional perspective

This paper explores some of the reasons that primary head teachers in urban schools give for staying in a highly complex and demanding professional occupation. The paper is divided into two sections. The first section contains an overview of what is involved in primary headship in the English setting and what is distinctive in the urban setting and its impact on headship. The second section of the paper draws on a small exploratory study to consider some of the key factors that influence urban primary school head teachers to stay in their posts. The paper details the emotional complexities and costs involved in this work, focusing on resilience, commitment, and the rewards of doing what is seen as a worthwhile job, which all contribute towards retention in a challenging profession.     

《洛丽塔》回忆录中的叙述视角策略

纳博科夫在《洛丽塔》主体部分的回忆录中选择强奸犯亨伯特作为叙述者,开启了后现代小说向微型叙事、局部叙事和小人物叙事转变的趋势,用他的不可靠叙述来迷惑、考验读者,同时又让他在美化自己时戏剧化地暴露自己。揭示出主人公和后现代经验中特有的自恋和精神分裂倾向,使读者有机会摆脱亨伯特的蛊惑,对回忆录进行独立阅读和阐释。     

以和谐文化观引领民族体育文化的发展

通过对广东少数民族体育文化在构建和谐社会中重要作用的阐述,提出要以和谐文化观引领广东体育文化的发展,要营造“和而不同“的广东体育文化发展氛围,提出了大力发展广东少数民族体育文化的思路和建议。     

U.S. and Chinese Teachers' Conceptions and Constructions of Representations: A Case of Teaching Ratio Concept

This study examines U.S. and Chinese teachers' constructing, knowing, and evaluating representations to teach the concept of ratio. All Chinese lesson plans are very similar with details in teaching contents and procedure. The U.S lesson plans are extremely varied although they all adopted the ‘outline and worksheet’ format. Both the Chinese and the U.S. teachers relied on concrete representations in introducing the concept of ratio, but they have very different thinking in selecting and presenting the concrete representations, as well as in the functions of the representations. The U.S. teachers are much more likely than Chinese teachers to predict drawing and guess-and-check strategies. Chinese teachers are much more likely than U.S. teachers to predict algebraic approaches. For the responses using conventional strategies, both the U.S. and Chinese teachers gave them high and almost identical scores. If a response involved a drawing or an estimate of an answer, the Chinese teachers usually gave a relatively lower score than U.S. teachers. This study contributes to our understanding about U.S. and Chinese teachers' beliefs about mathematics teaching and learning.The research discussed in this paper was supported by grants from the Spencer Foundation. Any opinions expressed herein are those of the authors and do not necessarily represent the views of the Spencer Foundation.     

“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving.