论古代诗学中的中国传统文化和谐意蕴

中国传统文化中"天人合一"的和谐精神作为根本性的哲学观念,渗透在文人的人生价值追求与诗歌创作中。天人和谐,人人和谐,身心和谐与心理和谐是诗人由外及内,由身到心的提升过程,表现为能超越任何一种生命存在的境遇作自己的主宰,从而修炼一个完善完美的心灵。在诗歌的创作中,则表现为由内及外,由心到身的外显过程。诗人在物我情意融通,寓意于物,以物比德的创作过程中与自然客体达成情意的圆融合一。     

农民土地意识对其市民化意愿的影响--基于河南省的实证研究

基于2014年在河南省农村社区搜集的调查数据,对农民土地意识（土地价值意识、土地产权意识、土地依赖意识）和其市民化意愿进行分析,并考察农民土地意识对其市民化意愿的影响。结果表明,当前农民土地意识主要呈动态多元的特点,且农民市民化意愿并不强烈。农民土地意识对其市民化意愿的影响力量主要在其土地价值意识和依赖意识对其市民化意愿的负向影响上。而土地产权意识对其影响并不显著。在土地价值意识依然强烈的今天,应从补偿土地价值和降低土地依赖意识角度提升农民市民化意愿,使其更好地融入我国城镇化进程中。     

色彩注意心理学在环境艺术设计中的应用

色彩在环境艺术设计范畴中起着至关重要的作用,色彩注意是基于心理学的注意的特质进行的深入研究,通过分析研究表明注意心理在环境艺术设计中的不同地域、文化背景等方面表现出很大的色彩选择倾向,总结归纳出不同的环境艺术设计领域在颜色选择上应该注意的问题以及如何解决。     

基于信息技术的高校办公室精细化管理探析

随着时代与经济的进步,现代化信息技术也随之快速发展。为了加强高校办公室的精细化管理力度,可将信息技术融入日常工作中,经过一段时间的实践之后,取得了显著的效果。本文细致性分析了我国高校办公室精细化管理的现状以及未来的改进方向,以期为后续高校管理模式的转型提供有效的理论依据。     

独立学院毕业生就业难的几点对策

独立学院已成为高等教育的重要组成部分,每年有大量毕业生走向社会,毕业生就业困难已引起社会各界的关注。本文针对目前独立学院毕业生就业困难的现状,提出解决这一问题的几点对策。     

《诗经》中动植物名称的隐喻英译研究

认知语境是人们根据头脑中已经存在的经验对外部世界里的事物进行认知后产生的结果。隐喻则是人们根据头脑中已有的某件事和经验来理解、判断和认知另一件事或经验的一种特殊的思维方式。因此,对隐喻的正确理解最重要的依据是基于认知语境基础上的。对隐喻的翻译则是一个更为复杂的结构,因此要正确地进行隐喻翻译,就要寻求双方共有的认知语境以便理解和掌握话语中的真实含义,以期得到最成功的翻译结果。《诗经》三百篇中描写了许多动植物形象,这些形象都是作者进行诗歌创作时运用隐喻思维的产物,对隐喻的理解不当,就会使译文产生偏差。目前,《诗经》已被翻译成多种语言,译者的认知语境情况对翻译活动以及翻译文本都存在着不容忽视的影响。因此,以认知语境为理论基础来分析《诗经》中的隐喻翻译情况就显得更有价值。     

《共产党宣言》与马克思主义时代化

《共产党宣言》作为马克思主义诞生的重要标志,蕴含着丰富的马克思主义时代化的思想,由此启发我们在推进马克思主义时代化的进程中要做到：坚持马克思主义的基本原理,顺应历史前进的方向是马克思主义时代化的理论前提;坚持与时俱进的理论品质,敢于自我革新和自我发展,是马克思主义时代化的内在要求;坚持始终如一的无产阶级立场,致力于无产阶级和全人类的解放,是马克思主义时代化的根本动力;坚持人民群众的主体地位,牢牢把握人民性、主体性的历史主题不动摇,是马克思主义时代化的现实根基;坚持无产阶级政党的领导,加强党的自身建设,是马克思主义时代化的政治保证。     

An Education Worth Having: The Aspirations and the Development of the Whole Education Network in England

The Whole Education National Network is a dynamic national not-for-profit partnership of schools and organisations that believe that all children and young people are entitled to an education that supports the development of wider skills, qualities and characteristics to enable them to thrive in life, learning and work, as well as conventional academic achievement. The article outlines the background to the development of the growing network of some 150 schools plus partner organisations and its core aims. It then considers what the Network is achieving and what it is learning about its approach as it grows. It offers and is seeking to embed and sustain an approach to school development that is ‘values-led, evidence-informed and impact-focused’. It is also predicated on a commitment to and belief in peer-to-peer collaboration, inspired and encouraged by the work of leading academics, thinkers and practitioners. Whole Education is also a response to what many observers and commentators identify as a weakness of the English and many other systems: the gap between the outcomes achieved by the more disadvantaged and other students. Part of its moral purpose is to help to narrow that gap, underpinned by a belief that focusing on immediate outcomes and test scores is not enough on its own. The Network operates in the belief that it will only be through the commitment to an entitlement to a ‘whole education for all’ that any school or system will truly narrow the gap and make a real difference to the life-chances of all young people. School leaders and schools that have gravitated towards Whole Education seek like minds to share and, more importantly, develop both their thinking and strategies employed to help achieve their goals. At the heart of the change model underpinning Whole Education is the development of effective communities of practice that develop professional capital and unleash the creativity of teachers. Creating, embedding and sustaining a national self-funded school-led network committed to achieving longer-term aspirations rather than immediate needs is both inspiring and challenging. The pressure to respond to short-term targets in terms of student outcomes and accountability pressures has meant that the energy and resource tend to be focused on the immediate rather than the medium- or longer-term needs. Whole Education provides a powerful example of how schools that share common aspirations can seize the agenda, have real impact on students and demonstrate the potential of a self-improving school system.     

Development of learning to learn skills in primary school

In Finland, schools’ effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills—general cognitive competences and learning-related motivational beliefs—develop during primary school and how they predict pupils’ CPS skills at the end of sixth grade. The six-year follow-up of 608 pupils shows that cognitive competences demonstrated in the beginning of the first grade in a learning preparedness test predict both later cognitive LTL competences and CPS, but their development is not fully determined by earlier individual differences in learning preparedness in the first grade. Motivational beliefs begin to be related to cognitive LTL performance gradually from age 10 on, and they may have a slightly stronger effect on CPS than on cognitive LTL performance. It is concluded that the development of CPS is partly depending on pupils’ initial learning preparedness and the development of their LTL skills.     

轿夫的“抬”与“不抬”：关于《龟仔抬美人》图事件的思考

文章主要是关注1905年抵制美货运动中由《龟仔抬美人》图而引发的政治风波。通过分析轿夫们的“抬”与“不抬”,进而引发对该漫画刊载背景的阐释和基于清廷立场的思虑。关注同一事件在不同叙事下产生差异的原因,反思史学研究中所应秉持的史学态度。