从认知心理学的研究看幼儿的自我中心言语

幼儿的自我中心言语是一种正常的心理现象,是幼儿心理发展和语言学习的必经之路。认知心理学关于前额叶发展、执行功能发展和幼儿思维发展特点的研究能有效地解释幼儿自我中心言语产生的原因。皮亚杰、维果茨基等理论家对幼儿自我中心言语的研究则给幼儿教育工作者提供了借鉴与启示。     

加快县域经济发展的对策研究

县域经济是国民经济的基础层次。县域经济的发展与国民经济持续、快速和健康发展，与国家的长治久安息息相关。面对21世纪新的机遇与挑战，县域经济的发展思路与对策，应与时俱进。     

Critique in academic disciplines and active learning of academic content

This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which is comprised by an interaction of roles – authors construct claims and peers critique them. Because disciplinary critique drives and shapes generation of knowledge claims, specialized features of these claims both justify and define their meaning. Here science is offered as an example, in which critique drives measurement of key concepts, thereby anchoring their meaning in operational definitions. The account of active learning proposed sheds new light on both historical and contemporary characterizations of active learning in terms of taking a critical stance toward content, in which the learner questions and challenges content. Thus students, rather than teachers, should actively challenge their emerging understanding of content.     

语文课堂教学提问艺术与学生主体性的培养

在树立“以学生为主体”教学观的理论基础上，在组织课堂教学、语文能力形成以及素质教育要求等方面的具体教学实践中，教育应尝试改变学生停留在受教育者的被动的角色和弱者的地位，强化学生主体参与意识，体现出对学生主体性的高扬和创新精神的培养。     

法学案例教学法的应用创新

虽然我国法学教育中早就使用了案例教学法，但我们并没有理解案例教学的真谛，在案例的选择、教学的目的、手段等方面存在着一些误区。我们应结合法学教学模式的转变，对案例教学法进行创新，在案例教学过程中注重对学生法律思维能力和实践应用能力的培养。     

Conditional inference and advanced mathematical study

Many mathematicians and curriculum bodies have argued in favour of the theory of formal discipline: that studying advanced mathematics develops one’s ability to reason logically. In this paper we explore this view by directly comparing the inferences drawn from abstract conditional statements by advanced mathematics students and well-educated arts students. The mathematics students in the study were found to endorse fewer invalid conditional inferences than the arts students, but they did not endorse significantly more valid inferences. We establish that both groups tended to endorse more inferences which led to negated conclusions than inferences which led to affirmative conclusions (a phenomenon known as the negative conclusion effect). In contrast, however, we demonstrate that, unlike the arts students, the mathematics students did not exhibit the affirmative premise effect: the tendency to endorse more inferences with affirmative premises than with negated premises. We speculate that this latter result may be due to an increased ability for successful mathematics students to be able to ‘see through’ opaque representations. Overall, our data are consistent with a version of the formal discipline view. However, there are important caveats; in particular, we demonstrate that there is no simplistic relationship between the study of advanced mathematics and conditional inference behaviour.

1895-1900:唐才常的思想之路

唐才常的思想发展历程可以分为三个阶段考察，由此可以看出他从一个旧式知识分子向一个杰出的资产阶级维新志士转变的思想轨迹，这一轨迹反映了唐才常的一生是不断追求进步，探索救国救民道路的先进知识分子的一生。     

关于发展社区教育的思考

经过数年的努力,我国的社区教育已探索出一条成功之路,但要深化社区教育,取得社区教育的更大成果,又必须有现实的思考,明确几种关系,采取正确的措施,把工作落到实处。     

关于真理本质的追问

对真理的澄清和揭示不是对现成摆明到我面前的存在者之是的实在事件所表象出的"真理是"的翻译,因为,就存在者其历史性地存在而言,对真理及其本质的追问和运思就必然把存在者带到存在者的近旁相互照面。此一照面显明了存在者作为存在者整体(共在)之相关存在者归属于世界一体而来的命运的联结。文本的追问表明,真理既不是从意向活动中抽象出来的意见与实在的符合,也不是商业化、市场化时代前提下对所谓受技术理性支配的合理的可接受性的策划,毋宁说,真理作为一种显露标画的乃是思之所思以及命运的广度。     

大学英语阅读能力的培养

本文就如何培养学生的英语阅读能力，如何提高学生的英语阅读水平，提出了具体的方法和措施。主要从三个方面论述：逻辑思维能力的培养；信息自动化处理；阅读材料的选择。