认知训练在标枪教学中的应用

通过调动学生积极思维，体脑并用，用正确的程序性知识指导练习，以期达到提高标枪技术教学效果的目的，为此，本文作了初步的研究，实验证明，认知训练运用于标枪技术教学中，是能够促进学生对动作的认识和掌握的。     

论中国共产党与国民精神总动员运动

抗日战争进入相持阶段后，为了坚持抗战，南京国民政府发起了一场国民精神总动员运动，中国共产党对国民政府的这一举措，作出了积极的响应，表示“基本上拥护此纲领”，并结合实际时国民精神总动员的内容作了新的解释和有益改造，同时就如何开展这一运动在党内党外都作出了明确部署，使得这场运动在抗日根据地得以积极、有效的开展并取得了显著的成效。     

Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change

This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, “interactive” means that the user can act upon the virtual environment by changing some parameters to see what ensues. “Environment respecting historic conceptions” means that the “world” has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle’s conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo’s conceptions and Newton’s laws of movement.     

中共八大关于社会主要矛盾结论的认识分歧及其后果

由于生产资料所有制改造加速完成，中共领导对社会制度转变缺乏足够的心理准备和思想准备，八大之前未能对新制度建立后社会主要矛盾进行认真研究，八大虽然对社会主要矛盾问题做出了结论。但大会主题报告没有涉及这个问题，会议议程也没有就此问题进行过讨论，因此，八大关于社会主要矛盾的结论显得比较粗糙。它在形成之初就未达到统一认识，毛泽东不赞成八大关于社会主要矛盾的结论，却又主张先不要急于修改这个结论。围绕八大作出的结论，当时的理论界进行过专题讨论，但没有形成集中的看法，无助于统一认识，毛泽东后来明确改变了八大的结论，强调无产阶级与资产阶级的矛盾是社会主要矛盾，并逐步发展到“以阶级斗争为纲”。这个改变是战略性的失误，危害是极其严重的。     

A Preliminary Examination of Identity Exploration and Commitment among Polish Adolescents with and without Motor Disability: Does Disability Constitute Diversity in Identity Development?

The aim of this study was to define whether, and to what extent identity formation in late adolescence is disability specific. Ninety-eight adolescents participated in this study, including 43 students with motor disability and 55 students without disability. Identity exploration and commitment was measured by the Utrecht-Groningen Identity Development Scale which consists of subscales covering three identity domains: a school domain and a relational domain divided into two subdomains concerning relationships with peers and parents. The results showed that the amount of commitment and exploration was lesser in those with motor disability compared to those without disability; the most common identity status in participants with motor disability was diffusion, whereas those without disability were primarily achievers across the three domains. However, the findings revealed consistently non-significant interaction effects between disability/non-disability and commitment and exploration. Thus, what constitutes diversity in identity development is the amount of commitment and exploration made by adolescents with and without disability, suggesting a different pace, but not a different direction of identity change in both groups.     

现实与出路:学分制在中国的境遇与改革

从现有的文献研究以及身边学校的实践当中,都能够感到学分制改革的艰难状况。通过分析美国学分制产生的历史和相关环境,认为,我国学分制改革中制度和宏观条件的具备,只是为学分制的实施提供了一个可能的平台,并不必然地导致微观领域相应改革的实现和精神的落实,并由此提出了完善学分制一些认识。     

清末留日学生与游日官绅之比较——以立宪风潮中直隶游日官绅为中心的考察

清末赴日本学习及考察的中国人,分青年学生和官绅两大类.1905年以前,以南方两湖、江浙、广东、四川等数省的青年学生为主;1905年以后则以直隶为中心的体制内的官绅为主.二者在日本所关注和学习的内容不同,思想和行动有别;归国后的作用也存在差异.     

Conceptual Mediation Program in Practice: Educational Outcomes from Two Sites

We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms.     

Gender machineries vs. feminist movements? Collective political subjectivity in the time of passive revolution

ABSTRACT

The aim of this article is to pose some questions concerning kairos and feminist activism. In recent years state feminism in Spain has been presented as a ‘success story’ of legislative victories and policy programmes regarding women’ equality and equal opportunities. Only two years ago, feminist movements in Spain showed unexpected vitality in forcing the government to withdraw the intended reform of the abortion law. However, relations between state feminism and feminist movements in Spain are weak and ambivalent, and feminism in Spain, as in other parts of Europe, is said to be in crisis. I refer to ideas elaborated by Antonio Gramsci in order to identify possible barriers to the formation of relationships between state feminism and feminist movements that could impact favourably upon possibilities of collective political subjectivity and social transformation. Education plays a two-fold role in this argument. In its formal manifestations, it is a component of the institutional feminism that this article critiques, and as a series of informal pedagogical networks, education is understood here as entangled in the different expressions of feminist activism and can thus contribute significantly to the development of feminist aims.     

字体、字形与新旧字形

针对当前学术界在“字体”“字形”两概念的理解和使用上存在的模糊和混乱状态，提出：汉字有“字形变体”和“字体变体”两类变体；汉字字形有“结构字形”和“外貌字形”两种；所谓新旧字形，实际上属于“字体变体”，因此，两套汉字之阃的这种差异应当保持，并可各自发展，但没有必要相互交叉、渗透，新字形的标准没有必要贯穿到老式汉字的体系之中。