高校辅导员应秉持“是益友方能成良师”理念

高校辅导员在工作中应秉持“是益友方能成良师”理念,这是实现大学生思政教育工作科学化、精细化的必然要求。该理念有着教育学、心理学、管理学等方面的理论依据,同时也是当前大学生群体、辅导员队伍和大学生思政教育工作的实际情况所决定的。辅导员可通过衣着、语言、称谓、下课堂、进宿舍、个别谈话、现代通信工具等形式实践该理念,但应注意避免“只做‘益友’,不做‘良师’”和“一味称兄道弟,不顾工作原则”的误区。     

Capturing the Complexity of Practice: A self-study in the context of engineering education

This article is based on a project in which a teacher educator, acting as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The article draws particular attention to ways of expressing the learning from self-study in order to illuminate the complexities of teaching and to begin to encourage the articulation of the scholarship of teaching as a consequence of a collaborative experience. The results highlight how making teaching visible through the use of self-study offers new ways to capture the complexity of practice, which in this article is considered to be an important aspect of developing the scholarship of teaching.     

C++中运算符重载的应用探讨

多态性是面向对象程序设计的重要支柱之一,而运算符重载又是实现多态性的一个重要途径。运算符重载使得程序员把运算符的使用扩展到操作数是对象的情况,由运算符构成的表达式常常比函数调用更简洁易懂。本文对C 中运算符重载的概念及规则做了概括,对重定义运算符做了说明。     

Blurring the boundaries: connecting research,practice and professional learning

Educational researchers can incorporate benefits for themselves and teacher participants by planning for interactions between research, practice and teachers’ professional learning from the outset of a project. However, the dual role of a researcher as a professional learning partner has rarely been explicated and theorised in studies of teacher–researcher relationships. The study described in this paper occurred in the context of early childhood education. The notion of a critical friend was extended and validated as a useful theorisation of the relationship. Four ways that I acted as a critical friend are described. The expertise, roles, boundaries and hybridity of a co‐constructed approach to research are discussed. The importance of a researcher as critical friend having research and theoretical knowledge to shift teacher knowledge and practice is argued. Implications for teacher–researcher partnerships in terms of strengthening coherence between research, practice and professional learning are suggested.     

深情的慰勉旷达的襟怀--苏轼《浣溪沙·游蕲水清泉寺》词意抉微

苏轼《浣溪沙·游蕲水清泉寺》的主旨主要在于慰勉友人,同时也真实地展现了诗人深刻的思想矛盾,显示了诗人开朗旷达的襟怀。     

何者可友、友者何人？

通过梳理历来对于“无友不如己者”的各种解释,分析孔子对于朋友之交的观点,进而认为孔子的友爱思想的核心是“与朋友交而有信”,而至于与何人交、交者何人则是次要的问题。当然这不是说只要“与朋友交而有信”就可以忽视与何人交这个问题,这就涉及到见贤思齐,见不贤而内自省的问题。但只要“忠信”这个思想核心没有被埋没,孔子的友爱思想就会显得清楚明了。     

叙述视点的向内转与故事的变异演绎——张抗抗小说《隐形伴侣》解读

《隐形伴侣》是张抗抗具有里程碑意义的长篇小说。作者通过叙述视点的“向内转”,运用意识流尤其是梦境的表现手法,对小说言语编码作出新颖独特的设计,以怪诞的方式对前故事进行再演绎、后故事进行预演绎和当下故事进行变异演绎,使读者常常从清醒的理性状态突然跌入混沌的虚幻梦境,在正常与怪诞的言语对比中,感受到小说叙事的张力与审美的快感。     

浅析高校辅导员的多重角色与新型师生关系

尝试从学生朋友的角度探讨了辅导员与学生之间建立新型师生关系的相关问题。首先,对辅导员的学生朋友角色的基本特征进行了阐述,并对辅导员成为学生朋友的可能性进行了分析。随后,具体分析了辅导员成为学生的朋友、建立高校师新型师生关系所存在的诸多问题及其原因。最后,提出了一些可行性建议。     

艺友制：一种促进学前教育专业学生专业化发展的有效途径

根据陶行知艺友制的思想,分析艺友制对学前教育专业学生专业成长的启示,提出要加强理论与实践的联系、注重提升学前教育专业学生的专业智慧,要引导学前教育专业学生善于学习、与幼儿建立民主平等的关系,要加强实践基地建设、实现教学资源共享,要改革现在的教学模式,提倡全程化的实践教学,以此促进学前教育专业学生的专业发展。     

Developing schools as professional learning communities： The TL21 experience

Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process.