艾丽丝·默多克小说中的类型化人物研究--从《一次相当体面的失败》谈起

艾丽丝·默多克是英国战后有名的哲理小说家,她把严肃的道德思考与故事性极强的情节巧妙地糅合在一起,以小说叙事的形式来阐释和图解自己的哲学观点和伦理思想.在她的小说中,许多重要的角色如"善"、"恶"、"宗教"等类型的人物频繁出现,因此对她小说中的类型化人物作一分析,对于全面把握其创作意图大有益处.     

对新闻价值概念的思考

新闻价值是客观事实中包涵着的社会需求,是作者选择新闻的着眼点。新闻价值包涵时新性,接近性、显著性、重要性和趣味性五个要素。对于客观存在的新闻价值,只能够认识和发掘它,而不能凭主观去“改变”或“创造”它,纠正对新闻价值的一些模糊认识,并提出对新闻价值概念的修正意见。     

“获取信息”还是“增进理解”——试论阅读目的与背景知识引入

虽然背景知识对阅读理解的促进作用在外语阅读教学中得到了认可,但背景知识过量带来的问题却未见讨论。本文通过对阅读目的本质的分析,认为过量的背景知识使得阅读教学失去了增进理解的意义。合理的背景知识引入还需根据实际需要设计阅读前导活动。本文的理论探讨有助于为今后的实证研究提供方向。     

Addressing issues of religious difference through values education: an Islam instance

The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference.     

后现代知识范式下的教师解释之研究

随着后现代知识范式的确立,教师解释亦有重新正名之必要。教材理解和教学讲解之间不是一种线性关系,而是形成一个解释学循环。在后现代知识范式下,人们应从描述性、阐释性和规范性这三个方面对教师解释进行分析。教师解释要尊重知识的原创性,其适切模式是实践智慧而非技术知识。     

生态专业植物生理学实验课教学改革的一些做法和体会

植物生理学是生态学专业的一门重要的必修课。尝试植物生理学实验课的改革对于提高植物生理学教学具有重要意义。本文简述了我校目前生态专业植物生理学实验课教学改革的一些做法,总结了改革后植物生理学实验课的经验。     

Northrop frye on academic freedom: A critique

This paper argues that Northrop Frye's concept of academic freedom is based on an epistemological dualism that separates knowledge from experience. The former comprises a set of unchanging myths that the critic must apprehend by attuning himself to the objective laws of his discipline. The latter constantly changes and has no bearing on knowledge whatsoever. This distinction severely limits Frye's account of academic freedom by excluding the following fundamental aspects of knowledge: experience, value judgments, teacher-student dialogue, rational argument, interdisciplinary inquiry, and any critical interrogation of his own scheme of understanding. As a result, Frye unduly limits the academic freedom of both faculty and students. His account is inadequate and should be rejected.Once you're inside a mythological framework, you can't break outside of it. We have no choice about teaching mythology; we have only the choice between teaching genuine and perverted kinds of it.     

论《乌鸦》中的新妓女形象

九丹在《乌鸦》中塑造的中国“小龙女”形象给人留下了深刻的印象。从“小龙女”这个新妓女形象入手,探讨不同新旧妓女形象的独特之处,从而揭示出在经济高速发展、女权运动取得巨大成就的今天,女性为争取自身的真正解放所面临的不仅是经济、政治上的不平等,更要正视自己,从精神上认识自己,驱除父权制思想的影响,获得自我思考的空间。只有这样,女性才能真正获得做人的权利。     

Understanding Students' Experiments—What kind of support do they need in inquiry tasks?

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed.     

Air quality: a comparison of students' conceptions and attitudes across the continents

A closed‐form questionnaire was used to explore the ideas of school students about the composition of air, the causes and consequences of air pollution and the extent to which the students would accept various courses of action to reduce air pollution. Items for the questionnaire were derived from the results of interviews and an earlier open‐form questionnaire. More than 3000 students aged 11 to 17 years and from Australia, Hong Kong and the UK were surveyed. There was a degree of similarity between students from the different countries in their knowledge about air composition and air pollution. In terms of attitudes, however, there were differences in students' opinions about the acceptability of actions to improve air quality. Path analysis of the data appeared to show that Hong Kong students are more amenable to education as an instrument to influence their attitudes. For the other countries, the acceptability of actions for environmental protection was related to the degree of concern about air quality