从两唐书《杜甫传》看杜甫诗学地位的变化     

崔含 《商丘职业技术学院学报》2007,6(1):66-67

杜甫是我国文学史上一位集大成的诗人,他的诗对后世影响巨大,被后人尊为“诗圣”。他的诗歌被接受有一个渐进的过程,而宋代则是一个关键时期。他的诗在唐末五代已颇有影响,到宋代则形成了一个学杜的高潮。通过《旧唐书.杜甫传》和《新唐书.杜甫传》的比较,可以看出杜甫诗歌接受从唐末五代到宋代的变化过程。  相似文献   

试论高校贷款中的主体失范问题及解决之道   总被引：6，自引：0，他引：6  

张万朋  陆晓燕 《复旦教育论坛》2007,5(3):9-11,21

本文以"银校合作"三大主体在高校贷款过程中的行为失范为研究视角,解释了我国内地高校贷款困境产生的根源:高校因教育市场主体地位的缺失导致"投资饥渴症";银行由于高校有"国家信用",敢于放贷;政府规制实效滞后、成本过高并产生寻租行为.应该"追根溯源",切实规范"银校合作"主体的行为,从而解决高校贷款的困境.  相似文献   

文学理论的学科危机与学术创新——兼评董学文著《文学理论学导论》     

李万武 《商丘师范学院学报》2007,23(1):22-27

“科学始于问题”,但有时却并不一定懂得真正挨近科学的“问题意识”到底是什么。有人认为在20世纪世界文学理论出现空前繁荣之后,中国文学理论如何在世界文学理论多声部中唱响自己的声音,这是“中国文学理论界共有的‘问题意识’”。其实,这只能算是中国文学理论界共有的一桩空泛无边的心事、心态,与科学所需要的“问题意识”还相距遥远。这种貌似进取的心事、心态一直空泛下去,免不了心生浮躁,要滋生出如文学创作界那样的“消极写作”,挖空心思地“忽悠”出一个并无真实价值的东西来混世。靠近科学的“问题意识”,绝对不是空泛无边的,而是具体的,它是必须能够面对实践领域的无解之题、难解之题,或是错解之题等等真问题的。所谓学术“原创”、“创新”,必须是解决真问题的学术动作。倘并无真问题面对,张张狂狂做出的“学问”,就只能归类到“学术泡沫”里。在尽兴享用着“空前繁荣”的20世纪世界文学理论成果的当代中国文学理论界,董学文先生应该算是逮住了这个领域里的真问题的一位。  相似文献   

Comparison of high order aberration after conventional and customized ablation in myopic LASIK in different eyes of the same patient   总被引：4，自引：0，他引：4  

Du CX  Shen Y  Wang Y 《Journal of Zhejiang University. Science. B》2007,8(3):177-180

Purpose: To verify whether there exists any difference in higher order aberrations after undergoing myopic LASIK (laser in situ keratomileusis) with conventional ablation and customized ablation in different eyes of the same patient. Methods: This was a prospective randomized study of 54 myopic eyes (27 patients) that underwent LASIK using the Nidek EC-5000 ex-cimer laser system (Nidek, Gamagori, Japan). Topography-guided customized aspheric treatment zone (CATz) was used in the first eye of the patient (study group) and the other eye of the same patient was operated on with conventional ablation (control group). Higher order aberrations [root-mean-square (RMS) in the 5-mm zone] of both groups were observed with the Nidek OPD-Scan aberrometer before and 3 months after LASIK. Preoperative mean refractive error was similar between two eyes of the same patient (t=?0.577, P>0.05). Results: Preoperatively, higher order aberrations (RMS in the 5-mm zone) in the CATz ablation and conventional groups were (0.3600±0.0341) μm and (0.2680±0.1421) μm, respectively. This difference was not statistically significant (t=1.292, P>0.05). Three months after LASIK, higher order aberrations (RMS in 5-mm zone) in the CATz ablation and conventional groups were (0.3627±0.1510) μm and (0.3991±0.1582) μm, respectively. No statistically significant difference was noted between pre- and postoperative higher order aberrations in the CATz group (t=?0.047, P>0.05). However, a statistically significant increase in higher order aberrations was observed after conventional ablation (t=?5.261, P<0.05). A statistically sig-nificant difference was noted in the increase of higher order aberrations after LASIK between groups (t=?2.050, P=0.045). Con-clusion: LASIK with conventional ablation and topography-guided CATz ablation resulted in the same BSCVA (best specta-cle-corrected visual acuity) 3 month after LASIK. Higher order aberrations were increased, but the increase of higher order ab-errations after customized ablation treatment was less than that after conventional ablation.  相似文献   

更新观念,完善机构,构建节水型社会   总被引：1，自引：0，他引：1  

彭良均  严艳林 《长江工程职业技术学院学报》2007,24(2):54-55

针对我国目前水资源的现状,指出为实现水资源可持续利用,应更新观念,改善机制,构建节水型社会.  相似文献   

孙子的慎战思想与中国核战略文化   总被引：1，自引：1，他引：0  

夏旻 《滨州学院学报》2007,23(5):121-124

慎战思想是"兵学圣典"《孙子兵法》的精髓之一,而中国核战略文化从产生的那一刻起就深深浸润着重战、慎战的理想追求。从核武器文化、核政策文化和核观念文化三个层面探讨了中国核战略文化对孙子慎战思想的传承与延续。  相似文献   

DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY     

Peter  Goodyear  Maria  Zenios 《British Journal of Educational Studies》2007,55(4):351-368

ABSTRACT:   This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.  相似文献   

Three universities in Georgia, Kazakhstan and Kyrgyzstan: the struggle against corruption and for social cohesion     

Stephen P. Heyneman 《Prospects》2007,37(3):305-318

Universities may contribute to a nation’s social cohesion through both direct and indirect means. In their syllabi they may include techniques necessary for understanding complex social problems. Faculty may model good behaviour in terms of listening and understanding points of view that may contradict their own. University administrators may illustrate ways to lead honourably, which can enhance the chances for achieving consensus with respect to future dilemmas. This project assessed typical areas of university tension, including academic freedom, equity of participation and academic honesty. Three different universities were chosen as sites for faculty interviews—a foreign private university in Kyrgyzstan, a flagship state university in Georgia, and a regional teacher training college recently upgraded to university status in Northeast Kazakhstan. Results suggest that the single most important arena wherein universities can influence social cohesion in these countries is the manner by which they address education corruption. The paper reproduces the statements of those faculty members who participate in corruption as well as those who refuse to participate. It concludes with some predictions about the future of the relationship of higher education to social cohesion.

Stephen P. HeynemanEmail:

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Stephen P. Heyneman   received his PhD in comparative education from the University of Chicago in 1976. He served the World Bank for 22 years. Between 1976 and 1984 he helped research education quality and design policies to support educational effectiveness. Between 1984 and 1989 he was in charge of external training for senior officials world wide in education policy. Between 1989 and 1998, he was responsible for education policy and lending strategy, first for the Middle East and North Africa and later for the 27 countries of Europe and Central Asia. In July 2000 he was appointed professor of International Education Policy at Vanderbilt University. Current interests include the effect of higher education on social cohesion, the international trade in education services and the economic and social cost to higher education corruption.  相似文献   

Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference   总被引：2，自引：1，他引：1  

Richard Grandy  Richard A. Duschl 《Science & Education》2007,16(2):141-166

We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers of science with three goals:

1.	to establish how much consensus exists about scientific inquiry,
2.	to discuss implications of that consensus for teaching science,
3.	to identify areas where consensus is lacking to establish where further research and discussion would be most valuable.

This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005.  相似文献   

顾诚的治学之道与史学成就——《顾诚全集》序言     

陈梧桐 《安徽师范大学学报(人文社会科学版)》2007,35(5):542-549

顾诚是我国著名的明清史学家,新中国建立以后成长起来的史学家的杰出代表之一。他具有深厚的马克思主义理论修养,又有扎实的考证功夫,善于把马克思主义史学与传统实证史学、宏观研究与微观研究结合起来,形成独具特色的研究风格。其明清史论著不仅史料丰富,考证扎实,而且论述深刻,创见迭出,成为令人瞩目的学术精品。顾诚有关明代疆土管理体制和卫所制度的论断,《明末农民战争史》和《南明史》两部专著,代表了当前这些研究领域的最高水平,这是他对明清史学做出的重大而卓越的贡献。  相似文献