《世说新语》中魏晋人物品藻的审美价值取向研究

魏晋南北朝时期是一个文学自觉时代,也是人的自觉时代.<世说新语>"人物品藻"在对人物的品评鉴识中确立审美价值取向及其观测点,着重从精神品质、个性风格、自然表达三个角度建构审美人格和人性,极大地影响了中国古代文学批评的发展,确立了"文如其人"的作者评论倾向和"文学是人学"的"原人论"文论导向.     

人种学研究方法的认识论基础

在社会科学的研究中,人种学的研究方法具有明显的认识论优势.这里所说的认识论是指对人类实际认识过程的描述与分析.人种学研究收集数据的主要手段是参与式观察和非结构性访谈,遵循的是归纳逻辑,坚持研究者对所研究的现象不推测、不干涉的原则,保证了研究现象的原初状态;同时,人种学研究强调研究者的在场和参与,这种田野研究也保证了研究结果更符合生活世界的真相.     

Mapping as a tool for understanding the proceedings of an art class

This article presents a visual documentation tool for the observation of art classes. The documentation of an art class, like the documentation of any active class, is a complex task that requires focusing on clearly designated components. Quick structured sketching, as proposed here, is able to reflect varied simultaneous activities of teachers and students within specific learning environments, and enables triangulation with the customary means of documentation. The observations took place in 21 primary school and junior high art classes and the findings enabled the characterization of three different approaches implemented by the teachers.     

Social‐emotional well‐being and resilience of children in early childhood settings – PERIK: an empirically based observation scale for practitioners

Compared with the traditional focus on developmental problems, research on positive development is relatively new. Empirical research in children's well‐being has been scarce. The aim of this study was to develop a theoretically and empirically based instrument for practitioners to observe and assess preschool children's well‐being in early childhood settings. The analysis of preschool teachers' ratings yields six dimensions of social‐emotional well‐being: (1) making contact/social performance, (2) self control/thoughtfulness, (3) self‐assertiveness, (4) emotional stability/coping with stress, (5) task orientation, (6) pleasure in exploration. Composite scales were constructed. PERIK consists of six scales of six items each. The scales differentiate in both the upper and lower range and despite their brevity have good psychometric qualities. The instrument was published together with a booklet containing examples of how PERIK observations can be employed in practical work with children.     

课堂观察研究:进展与趋势

我国学者主要从课堂人种志、教师专业化和师生合作共同体三个视角对课堂观察进行研究,在课堂观察的定义、特征、类型、程序、量表、技术和记录方式七个方面形成了一定的认识。在今后的研究中,应着重在研究视角、研究内容和研究应用等方面加以改进。     

浅析汉传佛教与道教的相互关系

从分析佛道两教的相互关系入手,论证不同宗教间的相互交流的最终趋势是在彼此融合的基础上,促进彼此的和谐发展.     

Reading,learning and enacting: interpretation at visitor sites in the Wet Tropics rainforest of Australia

The northern Wet Tropics rainforest of Australia was declared a world heritage site in 1988 and now supports an extensive tourism industry that attracts an estimated 2.5 million local and international visits annually. As part of the visitor experience, many sites include both environmental and cultural interpretation experiences, which range from static displays to one‐on‐one guided tours. This paper identifies visitor demand and level of satisfaction with the static signage and displays used at rainforest sites throughout the Wet Tropics. The research involves visitor surveys conducted in 2007 and 2008 and observations at a number of rainforest sites. The results indicate that visitors consider the level of interpretation to be adequate, but appear to use it poorly. While higher at commercial sites, visitor interest in reading the interpretation is very low at public sites. Overall, this article seeks to address whether the aims of nature‐based interpretation, including education and the influencing of attitudes and site behaviour, are being achieved.     

绘画创作与儿童视觉经验的发展

儿童美术教育的主要任务是发展儿童心智,即以审美形式为中介,引导儿童关注和体察各种事物（人、自然、社会以及内心精神）。大量实践证明,拓展儿童经验领域,对心智成长具有重要意义。美术学习作为一种拓展视觉经验的有效途径,亦即从视觉感知开始到视觉形象的创造,可丰富儿童的各种经验,尤其是视觉经验,从而使其心智得以全面、健康成长。     

Action research on a collegial model of peer observations

Observing peers for professional development is a familiar and valuable practice but not always favoured in many educational institutions. This small-scale action research (AR) was conducted in an institution where teachers are accustomed to regular peer observation, requiring each teacher to conduct peer observation and to reflect in their teachers’ portfolios. Conventionally, to fulfil the requirement each teacher finds a colleague to observe them either with or mostly without a certain focus. This study, however, employed action research methodology to inquire into a collegial peer observation model to improve this organisational practice. It aimed to promote mutual growth of the participating faculty members in an agreed area. Including the author, five faculty members, who are midcareer and experienced English language teachers, acted as members of the consultation group. In the AR project, appreciative inquiry was used when reflecting on the observed classes and during focus group interviews. As a result of this AR, at least two levels of knowledge were generated: first-person (author) and second-person (the team). The knowledge claim that this practitioner research constructed is ‘When small groups of teachers conduct peer observations focusing on a common concern, learning and collegial growth may increase.’ It is expected to lead to a third-person stage in the department and the academic community in general.     

Leading Developmental Peer Observation of Teaching in Higher Education: Perspectives from Australia and England

Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change.