《毛诗序》和《诗品序》文学观念的浅略比较

《毛诗序》和《诗品序》都是我国古代诗论的专著,在“诗的国度”的我国长期的诗歌创作和评论中,都产生过久远深厚的影响。它们问世的时间有先有后,但在文学观念上却不能视为“衣钵相承”之作。本文从四个方面评价和比较了它们的文学观念。     

试论Excel在学生考试成绩统计分析中的运用

从易学易用、方便师生操作的角度，并结合学生成绩的特点，采用Microsoft Excel中文版软件帮助进行数据处理和统计分析，探讨了Excel在数据统计分析中的主要应用。     

钟嵘《诗品》：中国诗学观念“自觉”的里程碑——以《毛诗序》与《诗品序》比较为中心的探讨

本文通过比较《毛诗序》与钟嵘《诗品序》在诗歌感物论、六义论、诗体论、诗教论等方面的相关论述,探讨了《诗品序》之于《毛诗序》论断的借用与回避、发挥与偏离,从中发现两者在基本诗学观念方面的巨大差异,从而阐发诗学观念＂自觉＂的基本内涵,进而分析从先秦两汉到魏晋南北朝诗学＂自觉＂的多重历史动因,以期可以管窥魏晋南北朝诗学之巨大进步。     

钟嵘《诗品》中身世、源流、才气、文词的品诗观

钟嵘在《诗品》中说他所品评的同品诗人之间次序是“略以世代为先后,不以优劣为诠次”,但他具体评价诗人诗歌创作成就时流露了对诗人身世、源流、才气、文词等先天秉赋和后天学养两方面的要素相济为用的品诗观。     

Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time

The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed.     

Development of angle concepts by progressive abstraction and generalisation

This paper presents a new theory of the development of angle concepts. It is proposed that children progressively recognise deeper and deeper similarities between their physical angle experiences and classify them firstly into specific situations, then into more general contexts, and finally into abstract domains. An angle concept is abstracted from each class at each stage of development. We call the most general angle concept the standard angle concept. To investigate the role of the standard abstract angle concept in conceptual development, 192 children from Grades 2 to 8 were tested to find how they used it in modelling 9 physical angle situations and in expressing similarities between them. It was found that the standard angle concept first develops in situations where both arms of the angle are visible. Even at Grade 8, there are still significant proportions of students who do not use standard angles to represent turning and sloping situations. Implications for theory and practice are explored.This revised version was published online in September 2005 with corrections to the Cover Date.     

Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling

This paper emphasizes the productive aspect of morphological processingand the effect on spelling proficiency in 226 grades 4, 5 and 6 children. Two convergent studies using reaction time measures aimed at exploring ten- to twelve-year old spellers' sensitivity to, and knowledge of, derivational morphology with lexical items varying in orthographic and phonological transparency and opacity. There is some evidence, from the accurate and rapid vocal production of base forms or derived forms of source words in sentential contexts, that the depth of segmentation to base morphology and the converse process of derived morphology of words, plays a role in spelling performance of these children. There are complex orthographic, phonological and semantic factors affecting morphological processing.     

《诗品》女诗人条疏证——略论钟嵘的女性文学观

位居上品的班婕妤,受称道的是《团扇歌》的怨悱之情;中品徐淑,被肯定的是《答秦嘉诗》的哀婉凄怨之情。而品评鲍令晖时,称赞其拟古尤胜,观其作品可知,其胜就胜在感情的动人。对于韩兰英诗作,只从文辞方面进行概括,未予以诗情方面的评价,也许这正是其位居下品的原因。从钟嵘对四位女诗人的品语中可以见出,他秉持的观点是以情动人,雅正怨幽;文辞之精,置于情感之后。相较于其"风力与丹采"相结合的诗学观点,其女性文学观更偏重于情感的表达,这也许正是钟嵘潜意识里对女性文学的定位。     

School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Pekrun et al. (2017) for between-person analysis, we investigated within-person relations of students’ grades and emotions in mathematics over 5 school years (N = 3,425 German students from the PALMA longitudinal study; 50.0% female). The findings from random-intercept cross-lagged modeling show that grades positively predicted positive emotions within persons over time. These emotions, in turn, positively predicted grades. Grades were negative predictors of negative emotions, and these emotions, in turn, were negative predictors of grades. The within-person effects were largely equivalent to between-person relations of grades and emotions. Implications for theory, future research, and educational practice are discussed.     

Providers,consumers and the horizons of the possible: a case study of marketization and physical education teacher education pedagogical discourse

Framed within a shift from a highly centralized system of higher education (HE) to a de-regulated system in Norway, this article addresses how the foci upon student recruitment and incentives in the governmental funding of HE have stimulated market dynamics which affect local configurations of bachelor degrees in sport, physical education and outdoor pursuits, which in turn, can affect the content knowledge of physical education teacher education (PETE) degree. Analyzing data generated via in-depth interviews with Deans and Heads of programs at three significant national providers in the field of HE sport and physical education, this article illuminates how marketization permeates the communication of education values and, thus, the institutional pedagogical discourse. This article problematizes the ways in which PETE pedagogical discourse currently reflects market values embedded in new managerialism in local strategies to recruit students at university colleges in Norway, rather than educational or professional values.