传统文化与文学意识母题

从历史视域而言,文化是文学的上范畴。中国古代文学深受传统文化的浸染与影响,突出的体现于对文人创作审美态度情感倾向的左右和牵制,对他们精神意识的主导。导致文学作品中家园、生命、功名等意识母题的集中出现和差异性抒发表述。     

新时期社会主义社会精神生活发展规律初探

丰富人们的精神生活，是全面建设小康社会的重要内容，也是促进社会和谐的重要手段。丰富人民群众的精神生活，必须对精神生活的独特性及发展规律进行准确的把握。本文从与物质生活的对比中分析了精神生活的基本特征，探讨了新时期社会主义社会精神生活的发展规律。     

Skill Flexibility and School Change: A Multi-national Study

This study investigated skill flexibility (theability to use skills according to changingneeds) among teachers in the context of schoolchange in nine countries. Data were collectedas part of a multi-country study on the effectof change on teachers' work life. Resultsshowed that teachers tended to be moreskill-flexible when they had more of a role inthe change, and less skill-flexible when schoolmanagement initiated change or when changeinvolved administrative objectives, as opposedto educational or social ones. Teachers alsotended to be more skill-flexible when theybelieved that change had a positive impact ontheir work life, professional development,student learning, and general feelings aboutchange. An individual-country analysis revealedthat countries varied in the way skillflexibility was related to change factors.These differences were interpreted in thecontext of cultural background.     

The development and application of a specialised word list: the case of Fabrication

Learners in the trades are faced with learning a large amount of technical vocabulary along with the content of their field, but they do not tend to encounter this language outside their courses of study. This technical vocabulary is a core element in their developing knowledge of their trade and their learner identity. This article focuses first on identifying technical vocabulary in Fabrication using specialised written and spoken corpora, and through extensive checking with experts in the field as well as reference sources. A technical word list of 1079 types was developed, along with a list of common abbreviations and their meanings and a list of proper nouns. The technical word list covers over 30% of the vocabulary in the written Fabrication corpus and just over 9% of the spoken Fabrication corpus. The second part of the article discusses this vocabulary in light of the concept of vocational thresholds and provides suggestions for incorporating the word list into pedagogy, including an apprenticeship approach in which a focus on literacy/literacy acquisition is embedded into content teaching. Suggestions for future research are also included.     

屈原在湖南桃江的生活和创作

屈原在“至终不被省纳”的流放生涯中,曾在湖南桃江生活了约七年的时间。细考屈原在桃江的行踪,以及桃江的山水风物民俗和屈原的诗章,当可肯定《九歌》中的多数篇章是屈原在桃江的伟大杰作。     

艺术的体验与古典美学的终结

如果说古典艺术是以美为本质的话,现代艺术则应当以丑为主题。相对于美,我们对人生负价值的具体内涵及其对人类的意义,知之甚少。因此,我们的时代任务,就是重新建立一个对人生负价值的体验为根本点的系统的丑学。     

中关大学生生活方式教育比较

生活方式教育作为道德教育的一项重要内容，是新时期社会对高等教育人才培养提出的一项新要求。不同国家的生活方式教育既有共同性，又有一定的独特性。文章运用辩证思维方法，对不同社会、文化背景下的中国和美国大学生生活方式教育的基本内容、教育途径和方法进行了比较研究，旨在为中国大学生生活方式教育提供有益的参考和借鉴。     

境界与生死

按照冯友兰先生的说法,生死的意义是与人的精神境界相关的,人的精神境界有高低之分,生死对于不同境界的人的意义也有大小之分。对于在自然境界中的人,生死是没有清楚的意义的;对于在功利境界中的人,生死是“我”的存、灭;对于在道德境界中的人,生是尽伦尽职的所以(所以使人能尽伦尽职),死是尽伦尽职的结束。对于天地境界中的人,生死是顺化。不同境界中的人对于生死的理解和态度是大不相同的。     

池莉小说：社会转型期市民生活的一面镜子

池莉的小说敏感地捕捉了社会生活的变化，反映了现实社会中某类特定阶层市民生存、婚姻以及人生观的本真状态，反映了社会现状以及特定社会时期人们的思想观念。     

Children’s Drawing,Self Expression,Identity and the Imagination

Directions, Volume 18 Number 1 [1] suggests that postmodern theory is beginning to have a significant effect upon educational practice. Atkinson [2] has directed attention towards the effects of both the construction of the subject and the real within art teaching. Much postmodern theory challenges the unitary, pre–existing subject. This paper will argue that the persistence of an ideology of self–expression which asserts that all representation is in connection with (should be read in relation to) a singular, pure, pre–existing self acts to limit our understandings of the complexity of children’s representations and is in conflict with many contemporary positions. Research has centred on the development of ‘out of school’ sketchbooks. Large sketchbooks were given out to nursery and reception children paired with older siblings in primary education. Possible drawing activities and interests were discussed and children were left to develop the sketchbooks at home. Two weeks later (including a half term holiday) the children were interviewed in relation to the drawings developed. The drawings have been considered in relation to contemporary approaches to self and identity. The conclusions of this paper revolve around the possibilities of reading children’s drawing in relation to self and identity through the interaction of social context, discursive practice and agency in a manner which is suggested by Ricouer’s formulation of the social imaginary. Additionally, the substitution of tenacious notions of expression with concepts of agency and contingency grounded in the characteristics of ‘citationality’, articulation and narrative are suggested as a basis for developing the educational potential of drawing.