中英文中红、白、黑颜色习语的翻译

从中西文化的差异着眼,对中英文中有关颜色的习语的翻译从以下三个方面进行了研究:(1)用相同的颜色表达把英语习语翻译成中文。(2)用不同的或者不带颜色字眼的表达把中文习语翻译成英文。(3)用不同的或者不带颜色字眼的表达把英文习语翻译成中文。文章通过以上的研究,证明了只有更好地了解中西方文化的差异,才能更准确有效的翻译颜色习语。     

从中式英语看中西文化的撞击

随着国际一体化的进程逐步加大,各国之间的文化冲突不断发生。由于中西思维方式的差异和中西文化习俗的差异,导致了标准英语与中国本土文化“嫁接”而形成的一种英语变体——中式英语,它已成为国人学习和使用英语的一大障碍。     

崇权文化与表演式课堂——文化冲突背景下的教师课堂教学研究

“多彩的桥”这一新课程的典型教学案例，向我们提出了一个重要问题：什么样的社会文化力量在作用于新课程改革？它是如何作用于新课程改革的？访谈和观察研究发现，在新课程实施过程中，教师受传统的崇权文化经验的左右，习惯于将课程改革理解为执行的过程，而不是问题探索的过程。     

Leadership for inclusion: a comparison of international practices

The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements ( World Education Forum, 2000 ). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners ( Ainscow, 1999 ). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability ( Vitello & Mithaug, 1998 ). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low‐income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers.     

校园文化对构建创新人才培养机制的作用

如何在建设创新型国家的大背景下构建创新人才培养机制,提升学生的自主创新能力是现代高等教育所面临的一个亟待解决的问题。构建创新人才培养机制需要满足的条件很多,而高校校园文化建设在构建高校创新人才培养机制过程中的作用应予以重视。     

从自由看"京派"--论"京派"文学观念的本质特征

西方文化中的自由主义思想影响着“京派”知识分子,于是“京派”文学也呈现出自由主义文艺思潮：从文艺的本体观到创作观再到批评观可以看到“京派”文艺观念和风貌。可以说,自由主义从根本上塑造了“京派”,是“京派”成“京派”的根本所在。     

人文:一个与"人和人性"有关的文化概念--古今"人文"考

"人文"是我国目前最为流行的文化术语之一,但一些重要辞书对其含义的解释明显不当.仔细检讨"人文"一词的古今流变,它在当今决不是泛指"人类社会的各种文化现象",而是指"与人有关的,能显示人的本性的各种文化现象"."人文"在当代中国的流行,与20世纪中叶以来国际社会出现的"科学文化"与"人文文化"之争密切相关,我们只有从这"两种文化"的国际背景看问题,才能较准确地理解有关"人文"的一切名词术语.     

发展川渝文化产业刍议

川渝文化产业的优势互补、共同发展是一个重大的课题，它的理论和实践意义都值得我们去探讨和摸索。发展川渝文化产业，两地要加强沟通，实现文化资源共享。其文化产业的优势互补，有利于实现文化生产力的规模效益。川渝文化产业的大发展，必将拓展文化市场竞争力，满足广大群众日益增长的文化消费需求。另外，川渝文化产业的优势互补、联合发展，还具有强大的辐射作用。     

专用英语教学应重视文化因素

专用英语是一种很有生命力的英语课程,其教学目标明确、针对性强、效果明显,受到广大EFL教师和学生的欢迎。专用英语的教学中出现的文化缺位现象与专用英语本身的特点及其研究者和教师的认识不足有关;专用英语教学应重视文化因素,切实提高学习者的跨文化能力。     

从民族地区到全国的基础教育改革与跨文化教育

利用己文化教育与彼文化教育概念,解释跨文化教育内在结构和有效的运行机制,不同教育模式在文化生成中有不同作用,教育在继承发展己文化和了解适应彼文化中有重要意义。