探索高校学生工作新思路

面对高教改革的日益深入，高校学生工作要适应新形势的需要，树立全新教育理念，在学生工作管理体制运行机制上培养超前思维，努力探索学生工作新思路、新模式。     

Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order.     

中美陪审制度比较研究－－兼驳“陪审团移植论”

陪审制度在美国的运作是成功的，而在我国的司法实践中陪审制度运作的实效却是甚微的，这导致部分学提出在我国陪审制度的改革中必须勇于移植美国的陪审团制度。由于我国人民陪审制度和美国陪审团制度存在很大差异，我们不能移植美国陪审团制度。在完善我国人民陪审制度的历程中，我们应从我国国情出发，客观评价和合理吸收美国陪审团制度的成功之处，逐步显示我国人民陪审制度在追求审判公正司法民主中的强大生命力。     

网络时代高校学生思想政治工作的思考

随着网络时代的到来，网络给高校学生思想政治工作带来了积极影响，同时也产生了消极影响，本文提出了网络时代加强高校学生思想政治工作的对策和措施。     

对话:一种新的教学精神——从“主体思维”到“关系思维”

人类的教育主要经历了知识教育、个性教育和融合教育三个阶段,在这三个阶段中,由于受“主体思维”的影响,教学中的各要素往往处于机械对立的局面。对话时代的到来,人们的思维方式开始向“关系思维”发展,对话作为一种新的教学精神,倡导新的知识观、课程观、师生观,打破了教学各要素的封闭与对立状态,要求建构开放的、生成性的、充满生命力的对话式教学体系。     

中西方思维差异与英语教学的对策

思维方式是语言生成的哲学机理。思维支配着语言，语言也作用于思维。中西方思维差异对两种语言结构在词语，句法，语篇等几个层面上产生了重要影响；两种思维方式的差异对英语教学也产生了负迁移。因此，英语教学要采用不同的思维模式来进行，才能收到事半功倍的效果。     

数学教学中的开放式教学——创造一种课堂数学文化

数学教学中需要对开放式教学进行合作研究。在日本的开放式教学中，数学问题被选择是用来说明一个问题的多种解法或多个正确答案。数学教学要实现一种全新的课堂数学文化，这种数学形式的特点是：问题开放、解决问题的过程开放、构建问题开放、评价开放，使学生能自由地思考，发展学生的思维能力。     

《一个整洁、明亮的地方》的架构——海明威短篇小说结构特点分析

这部短篇名不见经传,架构基本上是线性的,按时间顺序排列,反映的却是极严肃的主题:一切都毫无意义。作品可分三部分:第一段是第一部分;文章最后一段是最后一部分;中间大篇的对话和极少的说明性的文字为正文部分。没有并行的线索和同时发生的几个事件,文章表面看,描述的是人们琐碎的日常生活,但反映的内涵则是作者对人生和世界的思索与感悟。     

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making.     

“两课”教学改革初探——《毛泽东思想概论》课教学的一种新思路

高校的“两课”教学在当代大学生的思想政治教育中具有无可替代的重要性和特殊的意义,但其实际效果却不容乐观。因此,教学改革势在必行。毛泽东思想概论由于其往往被忽视甚至忘记的理论特点,即实践性,历史性,而为教改提供了一种新思路:打破原有教材偏重理论阐述的格局,把毛泽东思想放到具体的历史情境中去考察,去阐述,运用多种教学方法“复原”其产生发展的宏大场景,以达到“有的放矢,史论结合,以理服人,以情动人”的教学目标。