模式研究与教育的实践哲学

教育模式研究具有独特的方法论性质，是教育理论实践化和教育实践理论化的中介形式，它以自己独特的知识形态区别于理论和知识和实践知识，没有教育的模式研究，教育科学的应用性就失去基本的知识依据，由此，教育的模式研究关乎教育科学的命运与使命。     

简析费希特哲学的三条原理

费希特是德国古典哲学家中最有感召力的启蒙学，他捍卫人的尊严，关注人的解放，以火焰般的言论呼呈行动，使他的知识学成为实践唯心主义，费希特以自我设定高扬了人的主体性、独立性，自由性，提出了主体建构对象的认识原则，阐述了对立统一是思维的规律，揭示了实践活动先于、高于理论认识，强调了主观的东西可以转化为客观的东西，对发展辩证法作出了杰出的贡献。     

"死灰"面对"大块"——《庄子》对现实的正确意会及采取的行动

庄子哲学要比人们通常所认为的现实得多。对庄子来说,知与行是不可分割的。知之源于行丝毫不亚于行之遵循知。只有“有用”的知识才有价值,而知识要有用,就必须像变动不居的现实一样,灵动如流水。此外,个体的“知”的层次也在变,这一点直接关乎“行”是否奏效。对一个处于“知”的较高层次的人而言是恰当的行动路线,对处于“知”的较低层次的人则有可能是灾难性的。当代有关实践知识和专门技能的研究可以补证许多传统的神秘主义的解释,帮助我们正确理解庄子的无意识、直觉以及与变化为一的知行理想。     

教师教育智慧生成路径

教师教育智慧的生成已经成为当前的时代主题，在这种背景下，需要进一步探询教师教育智慧生成的路径，根据教育智慧的三种形态的转化需要经过三个环节，对应地提出教师教育智慧的生成需要教育启蒙、教育反思以及行动研究。     

人力资源管理中健全人格的塑造

健全人格是促使人成功发展的内在力量,是人类自产生以来一直追求的一个终极的价值目标.关于人力资源的管理,本质上是管理者如何塑造自己的健全人格和如何塑造员工的健全人格的问题.本文从人格的定义出发,在微观层面上就管理者和员工的健全人格的塑造问题进行探析.     

The Integrated Approach to Teaching Visual Art in After‐School Activity Classes

The present article discusses the possibilities of interdisciplinary integration for teaching art to primary‐school students in after‐school activities. Integrated teaching, as one of the ways for putting into practice the socioconstructivist approach to learning and the theory of the guided construction of knowledge, is used as a basis for conceiving and implementing the two projects described in the empirical part of the article. The research questions, addressed here, aim at finding out how a project‐based approach and the knowledge gained in school and through the students’ individual experiences can be applied pedagogically in after‐school art activities. To achieve the aims of the study a two‐cycle action research was conducted where the integrated teaching was viewed as a developmental spiral, in which the insights, experiences and results gained from the first project fed into the planning and realisation of the second one. The outcomes of the two projects suggest that the integrated presentation of teaching material enhances the students’ learning abilities to make associative connections between the different subjects, to transfer their skills from one project into another, and to apply their knowledge from one subject area to another by processing various sources of visual or verbal information in their creation of artworks. The two projects have proven empirically the validity and educational relevance of the integrated approach to teaching art, and the usefulness of the ideas in the New Finnish Core Curriculum for the holistic development of the child in the complexity of today's world.     

‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students

ABSTRACT

An action research project involving 25 master’s supervisors, from health and education disciplines, sought to enhance their understanding of dissertation supervision. Recognising that they were sometimes slightly unsure about their role, they sought to identify issues that contributed to this circumstance, and to develop supervisor preparation materials to support future colleagues. During interviews and collaborative workshops, colleagues shared their experiences and reflected with one another on the nature of supervision. Through this process, they constructed a model that conceptualises how they practice. The core element is an ongoing assessment of a student’s readiness, motivation and individual situation. In response to this assessment, supervisors balance three functions: Facilitating, Nurturing and Maintaining Standards. Facilitating encourages student growth through challenge or stimulation. Nurturing involves the provision of support and reassurance within a safe space in which this growth can occur. Maintaining standards ensures that academic and professional rigour are preserved.     

论英语中前置所有格宾语

英语中的物主代词或所有格名词在修饰一个名词时,除了可以表示所属、施事等之外,还可以表示受事。物主代词或所有格名词表示的受事称为前置所有格宾语。前置所有格宾语用于动作名词或施事名词短语中,所表示的意义跟后置所有格宾语即of所有格相同。本文试图运用经济原则和标记理论对前置所有格宾语的成因做出解释,并通过实例来分析名词短语中同一所有格形式表达不同语义关系的复杂性和某些动作名词在所有格应用上所具有的独特性。     

关于带第一特征值λ1具Sobolev临界指数2^＊的一类椭圆方程—△u=λ1u＋｜u｜^2^＊—2u＋τ（x,u）

给出了半线性椭圆方程-△u=λ1u |u|^2^*-2u τ(x,u)的Dirichlet问题在对扰动项τ（x,u）增加适当条件后非平凡解的存在性定理，以及方程-△u=λu-|u 2^*-2u h(x),λ∈[λ1,λk]（这里λk是方程-△u=λu的第κ个互不相等的特征值）的非零解的存在性定理。     

大学英语阅读教学中同级异步的行动研究

英语阅读水平低是许多英语学习者学习中所存在的问题。针对我院学生英语水平参差不齐的实际情况,进行同级异步的行动研究,制定不同的教学方案,实施不同的教学内容,旨在提高学生的英语阅读能力。