现象学视域的孔子存在论教学观

本文从现象学视角探讨了孔子存在论教学观,重点分析了面向事情本身、生活世界和交互主体性等现象学概念在孔子教学实践中的具体运用,并反思了现代教学。笔者认为教学应关注人的生命,呼吁教学论应由“生存论”转向“存在论”。     

Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science,science learning strategies,and scientific epistemological views

Chinese students’ excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found which systematically summarises the findings from the research on Chinese science learners and their science learning so as to explain the paradox. In this paper, a total of 25 empirical quantitative studies, whose sample sizes range from 132 to 8815, published between 1987 and 2014, are reviewed. Three aspects are explored: students’ science learning strategies, attitudes towards learning science and their scientific epistemological views. In addition to summarising the results reported in these studies, efforts are made to link them with the paradox of the Chinese learners, and to generate some hypotheses to resolve it. Finally, directions for further research are suggested.     

Contemporary high-profile scientists and their interactions with the community

This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula.     

科学发展观与编辑创新意识

针对期刊、报纸在竞争中必须追求创新才能立足的现状，提出编辑人员应具备一定的创新意识。文章从观念创新、理论创新、版面创新、内容创新及标题创新等方面对编辑的创新意识进行了阐述，对编辑人员具有一定的借鉴作用。     

中共八大关于社会主要矛盾结论的认识分歧及其后果

由于生产资料所有制改造加速完成，中共领导对社会制度转变缺乏足够的心理准备和思想准备，八大之前未能对新制度建立后社会主要矛盾进行认真研究，八大虽然对社会主要矛盾问题做出了结论。但大会主题报告没有涉及这个问题，会议议程也没有就此问题进行过讨论，因此，八大关于社会主要矛盾的结论显得比较粗糙。它在形成之初就未达到统一认识，毛泽东不赞成八大关于社会主要矛盾的结论，却又主张先不要急于修改这个结论。围绕八大作出的结论，当时的理论界进行过专题讨论，但没有形成集中的看法，无助于统一认识，毛泽东后来明确改变了八大的结论，强调无产阶级与资产阶级的矛盾是社会主要矛盾，并逐步发展到“以阶级斗争为纲”。这个改变是战略性的失误，危害是极其严重的。     

Understanding the role of the Teaching Assistant: comparing the views of pupils with SEN and TAs within mainstream primary schools

The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with SEN were interviewed regarding the support received from TAs within school. Following this, the TAs were also interviewed and asked to explain how they viewed their main support role. The data suggest a difference in the understanding of the role between the two groups, with pupils primarily focused on academic support and TAs focusing instead on behavioural support. Implications for practice include the need to clarify the TA role to support consistency across settings, and the importance of ensuring that pupils with SEN are supported to understand the role of TAs within schools.     

人的政治观研究－西方政治思想史的一条主线

人类有史以来的社会实际上也就是所谓政治社会。生活在政治社会的人具有政治性质，即天生要过政治生活，如何解决人类政治生活中的种种难题，如何改善人类的政治生活，提高政治生活的质量，就成了思想家们考虑的一个重要问题，于是就产生了所谓政治思想，在从古至今的政治思想中，不难看出一条主线，即人的政治观研究，这种研究旨在解决诸如人为什么要过政治生活，人以何种方式参与政治生活，人在政治生活中具有何种地位，如何在人群中实现统治与被统治的分野等问题。     

殊途而同归———孟荀学习观之比较

作为儒家继孔子之后的两大学派代表, 孟子和荀子的学习观在学习作用、内容、方法等方面有许多不同, 甚至针锋相对, 但又有许多不谋而同之处。孟子注重“内求”的学习观与荀子强调“外铄”的学习观恰恰互为补充, 共同谱写出一曲和谐的学习乐章。     

小学骨干教师反思意识的调查与分析

反思对教师职业发展能起到推动和促进的作用。了解教师自己对反思的认识是培养教师反思能力的工作前提。本研究采用访谈法对北京市7所小学的28名骨干教师的反思意识进行了调查，发现当前小学骨干教师对反思的认识处于经验阶段，缺乏系统的理论认识。教师教育研究和培训应当为广大教师提供足够的反思理论知识，帮助教师澄清关于教学研究的观念，使反思能够在教育教学中充分发挥作用。     

历史的小结,现实的辉煌,未来的畅想--《李岚清教育访谈录》读后

《李岚清教育访谈录》总结了十年我国教育工作的经验，论述了中国教育改革发展的基本矛盾，体现了求真务实的精神和博大的情怀，值得各级领导干部阅读学习。