国外外语学习的年龄差异研究与我国外语教学     

邢殿普  杨连瑞 《临沂师范学院学报》2001,23(5):137-138

作者基于国外学者的研究，探讨了语言习得的临界期假说、敏感期假说及大脑优势侧化等理论观点，对国内外就外语学习的最佳年龄问题所开展的实验和研究作了介绍，比较了儿童、少年、成人各年龄段的外语学习者各自的优势和不足，提出了针对我国外语教学实际的外语教育策略。  相似文献   

走出神话的男性     

王珺 《湘南学院学报》2001,22(6):43-46,60

在古代文学长廊中 ,男性一直不是“斗酒诗百篇”的才子形象 ,就是“君子死知己 ,提剑出燕京”的英雄形象。他们是社会的统治者 ,他们的伟岸让人视他们为天神。但新时期的新写实作家却描绘了一群委琐、卑微的男性 ,让男性走出了神话世界  相似文献   

The Civil Rights Commission Must Persist     

Gerald A. Reynolds 《Academic Questions》2007,20(3):239-241

Columnist George Will and others have questioned the continuing need for a federal civil rights commission, because civil rights protections have been on the books since 1964. The chairman of the Commission, Gerald Reynolds, here responds that practitioners of critical legal theory, advocates of the Akaka-Secession bill, some proponents of diversity, and others like them may make the continued existence of his commission a necessity.  相似文献   

Students’ evaluations about climate change     

Doug Lombardi  Carol B. Brandt  Elliot S. Bickel  Colin Burg 《International Journal of Science Education》2016,38(8):1392-1414

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Critical Ethnography/Poststructuralist Concerns: Foucault and the Play of Memory     

Frank Pignatelli 《Interchange》1998,29(4):403-423

Critical ethnography regards research as action taken in the interests of those who are rendered marginal by the dominant culture and often relies upon narrative knowledge as a way to speak to issues of power and equity. Following Foucault and the suspicion he brings to any knowledge, narrative or otherwise, being a means of extending not mitigating existing relations of power, how can/might critical ethnography respond to or thwart this concern? Drawing and reflecting upon two memoirs discovered by Foucault as exemplars of a kind of "weak knowledge" and in a more general sense, examining the transformative and disruptive role memory can play, illuminates one way of approaching such work.  相似文献   

‘It doesn’t speak to me’: understanding student of color resistance to critical race pedagogy     

Sonya M. Alemán  Sarita Gaytán 《International journal of qualitative studies in education》2017,30(2):128-146

Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call ‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race.  相似文献   

International minority ethnic academics at predominantly white institutions     

Kalwant Bhopal  Thandeka K. Chapman 《British Journal of Sociology of Education》2019,40(1):98-113

Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.  相似文献   

知识分子的现代使命--杜维明新儒学思想述评     

魏彩霞 《贵州教育学院学报》2002,18(1):36-39

现代社会的知识分子应该在关切政治、参与社会事务的同时，积极继承发扬传统文化中的精华。面对传统文化在现代所受到的强大挑战，杜维明认为现代新儒家首先就要继承五四知识分子的批判精神，清除糟粕，发扬精华，在吸收国内外各种思想资源的基础上实现传统文化的现代转化。杜维明为现代新儒家知识分子所作的定位在我们看来有其合理之处，同时还存在着一些不足。  相似文献   

Developing deep group reflection within a Critical Reflection Action Learning set     

Gary Shepherd 《Action Learning: Research and Practice》2016,13(3):252-262

This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty.  相似文献   

徐(訏)研究述评     

章琼 《宜宾学院学报》2006,6(10):9-11

徐讠于是中国现代文学史上的一位命运奇特的作家。这位活了72岁,“长长的一辈子,除了写书,出书外,好像什么也没有做”,有长、中、短篇小说70部,还有为数不少的新诗和剧本的作家,并没有得到评论家的足够重视。根据评论界对徐讠于的关注、研究状况,文章从20世纪40年代始,至新世纪止,对徐讠于研究的历史轨迹进行了较为系统的爬梳和整理,以期对研究者有所帮助。  相似文献