内容与形式的双重变奏——关于《蛙》的两组关键词

莫言的小说《蛙》的情节主要是通过“负罪”与“救赎”来表现的,并且在此基础上又引出了原罪以及“救赎”的虚无等更深层次的思索。《蛙》在形式上采用了书信体与对话体,这不仅是莫言在形式上标新立异的追求,更是为了文章内容的表达,有利于对非公开内容的表达以及对自我的剖析。文章通过分析与《蛙》相关的两组关键词：负罪与救赎、书信体与对话体,从内容与形式两个方面来表现对《蛙》的理解。     

论教学日记及其对话艺术

作为教学对话的＂教学日记＂,在教师职业生涯的发展历程中,起着十分重要的作用。它不仅是一种教学的对话形式,教学现象的剖析工具,教学思考的真实记录,而且是教师所担当的一种教育责任,是形成教学思想,优化教学方法,培育教学精神的锐利武器。为此必须从教学战略的高度来认识教学日记的重要功能,从制度层面上建构教学日记的结构体系,养成记日记、用日记、析日记的习惯,使教学日记成为展现、记录、完善教学生命历程的重要工具。     

基于对话的英语网络协作学习的教学设计

计算机支持的协作学习是网络环境下学习的一种新的范式。本文首先从对话学习理论的视角,探讨了对话在学习中的本质和作用。根据协作学习中对话的特点和类型,笔者建立了基于对话的协作学习共同体的框架。在该理论框架的基础上,结合笔者所开设的一门英语网络课程的教学设计,详细地介绍了不同对话的设计策略,以促进语言交际能力的发展。     

"以学生为中心"在英语教学中的实践

建立“以学生为中心”的教学模式，是培养学生能力的需要。正确认识教师在“以学生为中心”的教学模式中的地位和作用，是我们运用这一模式开展教学的关键。     

Culture,Communication, and Peacebuilding: A Reflexive Multi-Dimensional Contextual Framework

Abstract

This article argues that intercultural communication scholars should play a central role in advancing the study and practice of peacebuilding. A reflexive, multi-dimensional and contextualized framework for viewing peacebuilding is proposed, with a focus on personal, relational, and structural dimensions. Three topical areas—community engagement, intercultural dialogue, and alliance building—are used to illustrate the framework and point to possibilities for additional research and development. Seven strategies for applying this framework in the complex arena of intractable conflicts are proposed and described.     

Outlining a Dialogic Framework of Difference: How do Sri Lankan Tamil Refugees in India Constitute and Negotiate Difference?

Abstract

This article addresses the pedagogical aspects of cross-cultural communication, dialogue and democratic pluralism. Analysis of a classroom conversation about unrepaired levees in New Orleans and the media demonstrates the complexities that can arise when addressing race. Intercultural communication research has offered useful attention to these complexities, which have a direct link to the objectives of dialogue and pluralism. The article asserts that pluralism requires affective and cognitive recognition of that which offends and is beyond one's imagination, and that acts of racialized misrecognition often hold within them the practices of justice and hope.     

Conversation and Conflict: Supporting Authentic Dialogue in the Classroom

This paper presents an exploratory study of MSW students who self‐identified as having political/religious world views differing from what they perceived to be dominant at their school. A goal was to learn about conditions that fostered or inhibited authentic speech for those students. A secondary goal was to learn how students dealt with their political views differing from political positions taken by the profession. Eleven student volunteers participated in structured interviews. Qualitative analysis of these allowed the construction of themes concerning both how faculty may discourage and how faculty support expression of minority views.     

Investigating students' beliefs about their preferred role as learners

Secondary school students were asked to state their preference for an objectivist or a constructivist learning environment and consider the consequent implications for their role as a learner. They did this by identifying with the dialogue depicted in two concept cartoons. Results indicate an overwhelming preference among students for a constructivist learning environment. This suggests not only that students would be receptive to moves by teachers towards more constructivist principles in the classroom, but also that a failure to promote such a transition may contribute to an epistemological gap between teaching and learning styles that will be an impediment to meaningful learning. Students anticipated constructivist learning environments would be more interesting, more effective at developing students' understanding and would permit them to take greater ownership of their learning. Some limitations of the study are described.     

中美教育交流:以复旦早期校史为例

本文以李登辉和蔡元培的办学思想和实践为基础,比较复旦与北大精神气质的差异及表现,进而比较美国和欧洲对民国高等教育政策的影响。结论指出,中国和美国在认识论方面可以协调一致,架是文明对话中的沟通之桥。     

论大学生对话管理方法（下）

大学生对话管理是超越科学管理与人本管理的一种管理新范式,是在内蕴主体性管理基础上的一种主体间性管理。大学生对话管理在管理方法上从传统的行政式的命令和训导为主的管理方式转变为对话式的商谈和引导为主的管理方式,是一种管理方法的根本转向,它强调通过对话的方法导向学生自觉自愿的行动。大学生对话管理方法包括“搁置己见”、倾听、尊重差异、共享性思维、信息公开、网络对话与学生参与等,从而形成一种新的大学生管理方法体系。