英语阅读教学变革的哲学阐释学之解

信息时代要求进行英语阅读教学的变革。在借鉴美国三种阅读理论的基础上，以哲学阐释学的理解理论来观察英语阅读，英语阅读的本质是读者“前见”与英语文本的“视域融合”过程。因此，英语阅读教学的任务就在于引导学生获得和使用英语阅读所需要的“真前见”，这就需要与过去不同的教学内容和方法。     

论近代诗人何绍基

近代像一个蒙面的人,来不及被看清就急速地离我们而去,因此,和近代许多被埋没的优秀诗人一样,何绍基也不被人们所认识;或者说,被理解的地方少,被误解的地方多。何绍基优秀的诗歌,不是考证诗、题画诗和金石诗,而是关注民生,描写老百姓救灾的“灾害诗”,尤其是写黄河决堤,千里泽国,人为鱼虾的救灾诗,成为近代的“新乐府”和中国诗歌史上耀眼的篇章。作者用文本细读的方法,对《东洲草堂诗钞》进行读解,揭示何绍基的诗风特征及其在诗学史上的认识意义。     

Mind,Language and Artworks as Real Constraints on Students' Critical Reasoning about Meaning in Art

To engage in discussions of artwork meaning is to engage in critical reasoning, a factor that is central to the interpretation of artworks in the art classroom. While this may appear as a common‐sense claim that reflects the tacit assumptions most art educators have about students' critical dispositions in art, it is also evident that little is known about the deeper structures underlying students’ critical reasoning and how such structures shape students’ interpretations of artworks. Drawing on my research on students’ theories of critical meaning in art, this article explores the nature of practical and theoretical constraints on students’ critical reasoning about the meaning of artworks. I account for how intentional beliefs, language and representational artefacts function as a nexus of real constraints that condition students’ advance into interpretations of the social meaning of art. After briefly outlining the design and methodology of my study, I examine students’ critical reasoning performances during the formative period of development between middle to late childhood. The findings reveal that with increasing age students gradually learn to exercise their own critical intentions and represent inferences that acknowledge the significance of constitutive rules and force of a collective intentionality in the artworld on their interpretations of artworks as artefacts. I then make some conclusions about the relationship of domain‐specific shifts in art understanding, the role of intentionality, representational understanding, beliefs about art and reasoning skills to the linguistic, theoretical and artefactual constraints conditioning students’ intuitive advance into real understandings of art.     

简论21世纪裕固族教育的文化使命

本文对21世纪裕固族教育的文化使命进行了阐释,并指出,在兄弟民族的帮助下,裕固族人民应该通过自己的努力奋斗,坚持不懈地重视和发展教育,不断向着实现新世纪教育的文化使命方向前进。     

从哲学解释学“理解”视角看幼儿园生成课程

哲学解释学的视域中,理解的性质具有六个维度,即:理解的普遍性和根本性、理解的历史性、理解的语言性、理解的自我理解性、理解对理解者精神世界的扩展性、理解的视野融合性.将这些性质与具有生成性、相互性、理解性、信任性、启示性和动态性的生成性课程相结合,不仅可以使幼儿园的决策者和课程的组织者能够更好地把握幼儿园生成性课程建设,而且可以使幼儿在理解与自我理解中获得自我身心的全面发展.     

Understanding Possibilities and Limitations of Abstract Chemical Representations for Achieving Conceptual Understanding

When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction.     

波普尔诠释学思想浅析

波普尔的"客观主义诠释学"在诠释学研究中独树一帜:既不同于传统的主观主义诠释学,也不同于实证主义对诠释学问题的理解。它将诠释和理解问题放在"三个世界"理论的背景下,紧紧抓住"第三世界"与"第二世界"之间的关系展开分析,开创了"正统"诠释学之外的另一种诠释学。     

高校双语教学目标认知的思考

为了达到双语教学的最佳效果,应当对双语教学目标有正确的认知。双语教学的目标包括基本目标和发展目标。本文辨析了双语教学目标的认知内涵,指出了建立正确双语教学目标认知的必要性和重要性。     

小学英语阅读教学浅析

从阅读前、阅读中和阅读后三个教学环节,结合教学实例探讨了小学高年级英语阅读教学过程中如何教会学生阅读方法,训练学生的阅读技巧,从而有效提高学生的阅读理解能力。     

从认知关联角度看《傲慢与偏见》中的对话理解

关联理论在话语理解中占有十分重要的地位,它揭示了话语理解的认知心理依据,解释和制约语言的表达与理解。本文主要以《傲慢与偏见》中的对话为倒,从明示推理、最佳关联及认知语境的角度探讨话语的理解,主要讨论了什么是关联理论,以及关联理论对话语理解的影响和制约,对于正确地理解话语有着十分重要的意义。