中国传统政治文化主流导向论析     

赵连章  张顺 《海南师范大学学报(社会科学版)》2001,14(2):43-50

中国传统政治文化的主流导向内蕴于“内圣外王之道” ,是崇圣从王的政治心理导向、为政以德的政治行为导向、重义轻利的政治价值导向和大一统政治模式导向的内在统一。它是适应中国古代小农自然经济环境、君主专制政治实践和宗法族制的社会体脉而形成和发展的 ;既无法与现代中国社会相适应 ,又无法自我超越固有的局限性 ,必然要经历整体上的现代性变革。但其中的关于天人和谐 ,为政者应勤于修身、尚仁、崇义、重节以及维护国家统一、民族团结等主张 ,则是应该和可以批判继承的  相似文献   

对偶Co—半群的性质     

邓春源  王顺软 《南阳师范学院学报》2002,1(6):5-7

首先给出Banach空间X上一个Co－半群{T（t）}^*t≥0的生成元A及其对偶半群{T（t）}t≥0的生成元A^*的性质，接着把Co－半群扩充成C－半群，并讨论C－半群生成元的耗散性及其对偶半群的生成元的性质。  相似文献   

《俄藏黑水城文献》汉文佛教文献拟题考辨     

宗舜 《家教指南》2001,(1):82-92

《俄藏黑水城文献》（汉文部分第１－５册）收录了大量佛教文献，其中绝大部分已经得到辨认，并拟定了较为恰当的题目。但还有一些汉文佛教文献未能识别，仅标作“佛经”等。本文对其中绝大部分（个别文献残损过甚者除外）进行了辨识，拟定了题目。同时，还纠正了原书个别拟题不确的情况。  相似文献   

社科论文摘要撰写存在的问题与写作要求探讨     

胡舜 《怀化学院学报》2007,26(3):126-128

社科论文摘要是一次文献作者撰写的,用以提供文献内容梗概为目的、不加评论和解释,简明而确切地记述文献重要内容的短文。社科论文摘要具有导向、索引、基础作用,具有独立性和自含性、客观性、简明性、规范性和完整性。社科论文摘要撰写存在的主要问题是没有深刻把握论文摘要的特性,采用第一人称写法,作过多的解释评论等。通过探讨社科论文摘要的作用,特性以及列举范例,提出了社科论文摘要的撰写应突出独立性和自含性;重点反映作者论文的创新之处;采用第三人称写作;采用规范化的名词术语等写作要求。  相似文献   

Assessing reflection in English enhancement courses: teachers’ views and development of a holistic framework     

Ken Lau 《Assessment & Evaluation in Higher Education》2016,41(6):854-868

The debate about whether and how reflection should/can be assessed has so far yielded inconclusive findings. This paper intends to revisit and further this controversial issue within a specific disciplinary context: the assessment of reflection in English enhancement courses within a second-language environment. Students across majors taking the language enhancement courses in question are often required to provide written or verbal evidence to demonstrate their abilities to reflect, and in turn enhance their linguistic repertoires. However, a potential problem arises when the assessment of ‘reflection’ at times may become the assessment of learners’ English language proficiency, thus casting doubts about the validity and reliability of incorporating reflection as an assessment tool in our context. Drawing on analyses of seven English enhancement courses with a reflection component, and semi-structured interviews with 22 faculty members who had had the experience of assessing reflection, and/or developing assessment criteria for evaluating the quality of students’ reflection, their perceptions of assessing reflection fairly and the challenges encountered during the assessment process were brought to the surface. A holistic framework is proposed to address the challenges encountered, particularly with respect to the differences in emphasis that faculty members place on content vs. language.  相似文献   

‘Formative good,summative bad?’ – A review of the dichotomy in assessment literature     

Alice Man Sze Lau 《Journal of Further & Higher Education》2016,40(4):509-525

The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell’s (1945) Animal Farm – ‘Four legs good, two legs bad’. Formative assessment is increasingly being portrayed in the literature as ‘good’ assessment, which tutors should strive towards, whereas summative assessment is ‘bad’ assessment on which tutors should minimise their focus, instead moving towards formative assessment (Taras 2005). By revisiting the origins of formative assessment, this article aims to bring back to light that summative and formative assessment are connected at their inception. It highlights how research in the literature has unintentionally created a harmful dichotomy between summative and formative assessment, and it identifies some attempts in the literature to re-connect formative and summative assessment. This paper challenges the dichotomy in the literature and invites those in higher education to consider the fundamental idea that formative and summative assessment need to work in harmony and should not be seen as contrary to each other.  相似文献   

开展化学科技活动 培养学生创新能力     

韩国防  王顺梅 《新乡师范高等专科学校学报》2001,15(4):89-90

根据师范院校的培养目标与社会对人才的需求 ,面向中学实际 ,在教学实践中 ,既注重“三基”教学 ,又大力开展各种化学科技活动 ,在培养学生创新能力方面 ,做了一些尝试  相似文献   

Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong     

Anna Hui  Sing Lau 《Thinking Skills and Creativity》2006,1(1):34-40

This paper presents a field experiment examining the effect of drama education on the psychological development of grades 1 and 4 students. The drama curriculum was delivered after school for one day each week for 16 weeks. Students in the experimental group attended drama education classes, whereas students in the control group took part in the other unstructured extra-curricular activities. Pre- and post-tests of creativity, and story-telling test were given to the students. With respect to creativity, the experimental group was found to score significantly higher than the control group. Significant grade differences were also found, with grade 4 students scoring higher on the measure of drawing but lower on divergent thinking than grade 1 students. No sex difference was found. These findings have important implications for the educational curriculum which are discussed.  相似文献   

Internationalization of higher education and language policy: the case of a bilingual university in Taiwan     

Ken Lau  Chia-Yen Lin 《Higher Education》2017,74(3):437-454

Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in Asian universities have been complicated by the growing presence of international students who may only understand one of the languages used as the medium of instruction, typically English. Drawing on Tinto’s integration (Leaving college: Rethinking the causes and cures of student attrition, The University of Chicago Press, Chicago, 1987) and Spolsky’s language policy (Language management, Cambridge University Press, Cambridge, 2009) frameworks, this exploratory, perceptual study solicits the views from 38 international students on the implementation of a bilingual education policy, especially with respect to whether the policy facilitated these sojourners’ academic and social integration at a Taiwanese university that is actively advocating internationalization. The findings suggest that Mandarin Chinese continues to be the mainstream medium of instruction and social activities, while English is used rather sparingly and on an as-needed basis. The recognition of the growing economic power of China and importance of Chinese as well as the scholarships provided may have overridden these sojourners’ integration concerns and challenges arising from the underuse of English as a lingua franca.  相似文献   

Reading strategy use between Chinese good and poor readers: a think‐aloud study     

Kit‐Ling Lau 《Journal of Research in Reading》2006,29(4):383-399

This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think‐aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think‐aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed.  相似文献