中国文学史研究的世纪回眸与理性思考   总被引：4，自引：0，他引：4  

蔡镇楚 《湖南师范大学社会科学学报》2003,32(2):74-79

作为一门新学科的中国学史，自20世纪之初诞生以来，已经历一个世纪的风雨历程。从总体来，它在梳理中国学五千年发展演变过程及其规律性方面之成败得失，应该给予比较公正的历史评价。其功绩有三：一是建立了一门新的学科；二是初步理清了中国学发展演变的历史脉络；三是初步再现了中国学五千年的辉煌历史。其失误有四：（1）学史观的时代局限性；（2）学史研究方法的线性思维模式；（3）学史撰写内容的陈陈相因和乏个性化；（4）学史哲学的理论匮乏性。新世纪的中国学史学科建设，我认为应该注重以下四点；一则加强学史观念的现代转换与学史哲学的理论建构；二则提倡学史研究和撰写的个性化与学史教学的学术自由化；三则注重中国学史学科研究史的研究，客观地评价20世纪中国学史研究和教材都市的历史功过与成败得失，总结历史的经验教训，为未来的中国学史学科建设予以科学性的展望；四则加强中国学史研究与教学的专门人才培养。  相似文献   

保安族伦理思想面面观     

熊坤新  于潜驰 《新疆师范大学学报(哲学社会科学版)》2007,28(2):37-43

保安族是一个富有道德情感和道德传统的民族。作为一个全民信仰伊斯兰教的民族,伊斯兰教伦理道德标准在保安族社会生活的各个层面均有着广泛而又深刻的影响。它在保安族人民日常生产生活、社会交往、民俗活动及传统的民族文化中均有广泛的体现,千百年来在保安族人的思想观念和行为方式中起着规范与准则的作用,是维系社会稳定和谐、民族团结互助、共同发展的基石,是中华民族传统伦理思想宝库中不可或缺的有机组成部分。在全面建设和谐社会,实现各民族共同团结奋斗、共同繁荣发展,开创中国特色社会主义事业新局面的今天,认真发掘、整理、继承和弘扬保安族伦理道德思想及其文化,无疑是一项意义深远的工作。  相似文献   

Student Peer Teaching: An Innovative Approach to Instruction in Science and Engineering Education     

Ramaswamy  Shri  Harris  Ilene  Tschirner  Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171

This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers.  相似文献   

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden          下载免费PDF全文

Ellen Johansson  Tobias E. Holmin  Bengt R. Johansson  Magnus Braide 《Anatomical sciences education》2018,11(4):403-409

Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists.  相似文献   

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective     

Xiao-Li Zheng  Hoi-Soo Kim  Wen-Hua Lai  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):103-130

In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.  相似文献   

论法院对仲裁裁决的司法审查   总被引：2，自引：0，他引：2  

王济东 《河南师范大学学报(哲学社会科学版)》2003,30(6):67-69

对仲裁机构的仲裁裁决是否需要经过法院的司法审查，理论界存在争议。但是，无论是从当事人订立仲裁协议的初衷而言，还是从法院工作的性质来说，仲裁裁决要得到法院的承认与执行必需经过司法审查。法院对仲裁裁决的审查的依据是民事诉讼法、仲裁法及其他司法解释的相关规定。法院应从仲裁协议、仲裁程序、适用证据以及是否违反公共利益等方面对仲裁裁决进行司法审查。  相似文献   

违宪审查的成因及属性探析——违宪审查制度建构的两个前提性问题   总被引：2，自引：0，他引：2  

李昌昊 《徐州师范大学学报(哲学社会科学版)》2006,32(4):102-107

中国宪政梦想的实现离不开违宪审查制度的建构。在建构违宪审查制度之前,必须首先认识该制度的生成动因和根本属性。违宪审查制度有着内在宪政性生成动因和制度正当性价值生成动因;违宪审查制度兼具政治和司法属性,但无论从宪政理论维度还是从宪政实践维度分析,只有司法性才是其根本属性,坚持了司法性这一根本属性也就把握了违宪审查制度建构的正确方向。  相似文献   

英语论文APA格式评介   总被引：1，自引：0，他引：1  

刘兴兵  余功茂 《郧阳师范高等专科学校学报》2007,27(2):75-82

文章对APA格式第五版（最新版）有关英语论文的正文引用（即插注）、参考书目和电子引文格式的规定做了较为详细的评介，目的是进一步促进国内英语论文引用格式的规范。  相似文献   

Researcher vulnerability: implications for educational research and practice     

Lionel C. Howard  Shane P. Hammond 《International journal of qualitative studies in education》2019,32(4):411-428

This paper explores the concept of researcher vulnerability through a review of the extant research literature and each author’s feelings of vulnerability connected to their research with vulnerable populations while exploring both sensitive and seemingly innocuous, yet important, topics in education using qualitative methodology. Specifically, a reflection of our respective study of the academic and social transitions of student combat veterans, and the academic and gender socialization of adolescent African American males is presented as means of illustrating the phenomena of researcher vulnerability. Implications of vulnerability for research, practice, and theory are discussed.  相似文献