废名《阿赖耶识论》解读

废名的佛学著作《阿赖耶识论》,长期以来或被认为“已亡佚”或被视作“有字天书”鲜有学者问津,这便使得废名这位以佛学思想为背景的作家始终未能获得全面深入的解读与评价。从《阿赖耶识论》所提示的思想理路来看,废名所信并非其家乡所传之禅宗,得大乘佛教空宗有宗之精要,得唯识学之精义,悟得阿赖耶识之真谛,才是废名佛学思想的基本理路,而这一思想脉络又是在与唯科学主义和新唯识论的论辩中渐次清晰的。     

词义分析、理解、选择与确立的理论依据——兼谈翻译应力戒望文生义

分析了翻译中译者经常遇到的根本问题:词义的分析、理解、选择与确立。笔者从中探讨了解决这一问题的理论依据,并指出翻译应力戒望文生义。     

全球化时代大学国际理解教育策略构建

当前,我国大学开展国际理解教育有利于提升大学国际理解教育理念,历练学生的国际素养,优化教育资源,铸就大学文化的多元发展,实现与国外大学之间生源的合理流动。但国际理解教育理念淡薄、学生的国际理解能力薄弱、国际理解教育课程缺失、教师的国际理解素养匮乏、校园文化单一等问题制约着我国大学国际理解教育的开展。应确立国际理解教育内容,探寻国际理解教育途径,提升教师国际理解教育素养,调适现代大学管理制度。     

康德启蒙观念中的知性与理性

在关于康德启蒙观念的研究中,学界并未给予批判哲学中所做出的理性与知性的区分以充分的重视,这导致将二者等而视之。但实际上,作为批判哲学的现实应用,康德启蒙观念必须以批判哲学为基础,因而在康德的启蒙观念中,关于理性与知性的划界思想依然存在,这一点应用到了理性的公开运用与私下运用的区分当中。但这一界限并未能够阻止启蒙理性反过来限制主体这一悖论的发生,霍克海默与阿多诺即是以此来批判康德式的启蒙精神。     

浅谈基于理解的教育技术公共课研究性学习教学模式的建构

理解必须成为教育的出发点和目标。本文从教育技术公共课的教学切入,建立了基于理解的教育技术公共课研究性学习的基本模式,并就模式的功能和特点做了详细的阐述,以引起人们对于各种教育模式中理解本质的重视。     

中国高考改革之路不能这样走

中国高考制度应该走向成熟,中国高考改革必须走出思想认识和实践的误区；其改革的一种重要取向是：统一性和多样性相结合,但应以统一性为重；简捷性和有效性相结合,但应以简捷性为主。     

关注小组合作细节，提高合作质量

文章详细分析了课堂合作学习小组中的不良现象，指出成因，提出策略；应该关注合作细节，提高互动效果，体现合作小组的学习有效性。     

新课改下创设化学教学情景的探讨

新课程要求在教学过程中能够激起学生各种情感体验,要求学习者在知识的构建过程中能够产生学习动机和学习兴趣,在形成认知冲突后,能够具有解决问题的能力。新课程标准下化学教学的有效实施,在很大程度上依赖于化学情景的创设。     

University academics’ experience of research and its relationship to their experience of teaching

There has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics’ experience research, then linking that empirical evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers who were unable to explain their understanding of their subject matter in these ways were more likely to experience their teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia. The study methods and results are described and we conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.

试论现实主义的基本特征

现实主义在中外文坛历史悠久，在理论界也是个争论不休的问题。本文斌结合具体作家作品分析现实主义的基本特征的三个方面即客观性，时代性，认识性。