我国比较教育研究的立足点

比较教育的身份危机问题由来已久,引发了不少争议.本文针对比较教育四种形式:身份危机--学科统一性危机、社会地位和社会价值危机、归属感和认同感危机及区域性比较教育文化群体的生存危机一一进行了述评,提出比较教育的发展并不存在身份危机,一些学者之所以产生身份危机的认识,可能是因为没有很好地把比较教育研究的立足点放在我国的现实国情上来.比较教育研究的现实目标应为教育和国家发展服务.     

学前教育专业大学生专业认同现状及对策探析

当前,学前教育日益受到各国重视,学前教育是我国比较薄弱的环节,我国学前教育的发展也迫在眉睫。因此,学前教育以及对学前教育专业大学生专业认同的关注也成为必须。根据调查研究显示,整体上,学前教育专业大学生专业认同的现状并不令人满意,不论从学前教育专业大学生对学前教育的认识,还是学前教育专业大学生的理念来说,学前教育专业大学生都需要在专业认同等方面有一定提升。本项目从以下几个方面提出了对应的策略建议：鼓励男学生加入学前教育专业的队伍;报考前对学生进行关于本专业的引导,加强其认识;通过报考前宣传、引导,入学后专业训练等途径,提高学生的专业认同水平。     

The ‘good’ parent in relation to early childhood literacy: symbolic terrain and lived practice

In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work.     

The role of emotions in student teachers’ professional identity

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were that negative emotions exercised the strongest influence and that supervisors neglected the role of positive emotions as a support for learning. The study supports the concept that it is important for teacher educators to help student teachers understand their emotional experiences (focusing foremost on positive factors in their experience) and to develop the ability to express their own emotions in addition to understanding the emotions of others.     

Educating the teacher educator—A Ugandan case study

Who educates teacher educators? How are teacher educators educated and prepared for their roles and tasks? This article uses a review of a two-year full-time Diploma in Teacher Education (DTE) for teacher educators in Uganda to engage with these questions. The article begins with a presentation of the Ugandan teacher education context and a literature review, focusing mainly on teacher educator knowledge, preparation, roles and tasks. It then presents the review process and discusses the main findings that emerged, exploring their implications for the education of teacher educators in Uganda and internationally. The main implications concern the critical role of teacher education pedagogy, context, teacher educator knowledge, tasks and roles, reflective practice, practitioner research, and the background, capacities and education of the educator of teacher educators.     

A further analysis of the ethics of representation in virtual reality: Multi-user environments

This is a follow-up article toPhilip Brey's ``The ethics of representation andaction in Virtual Reality' (published in thisjournal in January 1999). Brey's call for moreanalysis of ethical issues of virtual reality(VR) is continued by further analyzing issuesin a specialized domain of VR – namelymulti-user environments. Several elements ofBrey's article are critiqued in order to givemore context and a framework for discussion.Issues surrounding representations ofcharacters in multi-user virtual realities aresurveyed in order to focus attention on theimportance of additional discussion andanalysis of specialized aspects of VR.     

The scholarship of research in teacher education in a higher education institution in transition: Issues of identity

This paper examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa, resulting from several recent mergers of colleges of education and colleges of technology mainly serving formerly disadvantaged students and schools. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Professional identities could be strengthened by a faculty-wide debate on the specific profile of teacher education in a University of Technology, resulting also in an agreed research ethos. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise.     

组合恒等式的证明技巧

利用多种方法，巧妙证明了一些有用的组合恒等式．通过证明，展现了数学的优美特性，探究了数学分析方法的广泛应用．     

论抽象思维--自然语言基本思维方式系列研究之二

抽象思维是遵循同一律 ,运用抽象思维方法 ,操作抽象语词代换、把握对象观念 ,建构用抽象逻辑结构起来的思维成果的逻辑规律型代换思维。同一律是在变革对象观念的前提下 ,从同与异的对立中去异取同地把握、代换对象观念的逻辑规律。抽象思维有其巨大的合理性 ,也有其重大的局限性。它的创造是必然的 ,它的否定也是必然的