高校哲学社会科学研究评价的本质要求及其制度建设

建设具有中国特色、中国风格、中国气派的哲学社会科学,一直是我国哲学社会科学繁荣发展的根本目的.提升高校哲学社会科学繁荣发展水平,离不开科学有效的哲学社会科学研究评价.坚持党的领导、"二为"方向和"双百"方针是哲学社会科学繁荣发展的根本保障,坚持"质量为本"和"创新至上"是哲学社会科学繁荣发展的必然要求,坚持科学权威和公开透明是哲学社会科学研究评价的现实需要.结合当前高校哲学社会科学研究评价中"量化评价下数量与质量的关系论辩","学术评价与科研管理评价的边界异化"和"学术权力和行政权力的制度规制"三大问题聚讼,文章建议通过强化学术成果质量保障机制、优化学术共同体工作机制、构建学术争鸣长效机制和完善学术成果转化应用机制等制度建设,推动构建科学权威、公开透明的哲学社会科学研究评价体系,以期进一步改善新时代高校哲学社会科学研究评价工作.     

外语能力与科学研究的密切联系——周立伟院士访谈

近日对我国著名电子光学和光电子成像专家周立伟院士进行了访谈。访谈中，周院士首先分享了自己学习英语和俄语的经历，强调了自主学习能力的重要性；其次，周院士详细论述了外语教学，尤其是英语教学的必要性，指出英语能力与科学研究紧密相关，英语教学不可或缺；之后周院士分析了研究生在英语学习和科学研究方面存在的问题，并讨论了大学中开设人文课程的迫切性；最后，周院士对上理工师生提出了建议与期望。     

Social work students' conception on roles within the family in Greece

The present article is based on a small-scale research that took place with third-year students in the department of social work at Technological Educational Institute of Patras. During class the students, who undertake the laboratory course ‘Social Work with Families’, were asked to discuss family roles and depict them on drawings. Analysing their drawings in a qualitative approach the findings suggest that students adopt traditional views on family issues and the family roles. Various gender stereotypes and prejudices were reflected in students' drawings and this is alarming for both social work education and practice.     

小学教育专业之教育专业课程建构的逻辑

小学教育专业的培养目标决定了小学教育专业课程体系的基本逻辑：以通识课程奠基，以学科课程立命，以教育课程定向。教育专业课程是小学教育专业课程体系的重要构成部分。其基本逻辑结构包括学科课程、活动课程和技能课程。学科课程可按照认识小学教育、理解小学教育教学过程、学会研究小学教育的逻辑来建构；活动课程可按照感知小学教育、实践小学教育、研究小学教育来建构；技能课程可按照小学教师公共职业技能和学科职业技能来建构。     

Toward a sociology of global comparative placemaking

I call for a globally informed sociology of comparative placemaking that integrates historical and contemporary processes and includes the ephemeral, institutional, and personal. By placemaking, I am referring to the explicit or tacit cooperation among people to create, maintain, and give meaning to places in space through bodily occupation given differential resources and constraints. I review select place, space, and community-based literature about urban, Black, migrant, LGBTQ, and international populations to think about how we can build upon and integrate multiple theoretical, methodological, and epistemological insights to form an explicit placemaking research agenda. A US focus on neighborhoods contrasts with a comparative examination of global urban networks, social polarization, and transformation of the built environment in the interdisciplinary field of global urban studies (Ren, 2018). I argue for a placemaking research agenda that bridges insight from US Urban Sociology with Global Urban Studies to consider how various structures and actors constrain and facilitate place projects. With a globally reaching and comparatively informed sociology of placemaking, we can illuminate our multi-structured story of place and agency in context. We can answer questions about how and why we co-create and are simultaneously disciplined by the process of creation.     

丹巴土司制度发展历史考证

丹巴位于“藏彝走廊”的核心区域，其对汉藏民族关系、中央政权与边疆地区的稳定均具有重要影响。自忽必烈时期开始丹巴即开始实行土司制度直至新中国成立，研究丹巴的土司制度发展历史对梳理“藏彝走廊”民族关系及社会发展历史具有重要作用。本文对丹巴土司制度的发展历史进行了考证，并对其境内的四个土司的管辖范围、权力地位进行了梳理，以期对该地区历史发展研究提供一些参考与借鉴。     

Ethical Numbers: Ethics Training in U.S. Graduate Statistics Programs, 2013–2014

As important members of research teams, statisticians bear an ethical responsibility to analyze, interpret, and report data honestly and objectively. One way of reinforcing ethical responsibilities is through required courses covering a variety of ethics-related topics at the graduate level. We assessed ethics requirements for graduate-level statistics training programs in the United States for the 2013–2014 academic year using the websites of 88 universities, examining 103 biostatistics programs, and 136 statistics degree programs. We categorized programs’ ethics training requirements as required or not required. Thirty-one (35.1%) universities required an ethics course for at least some degree students. Sixty-two (25.5%) degree programs required an ethics course for at least some students. The majority (77.4%) of required courses were worth 0 or 1 credit. Of the 177 programs without an ethics requirement, 19 (10.7%) listed an ethics elective. Although a single ethics course is insufficient for instilling an ethical approach to science, degree programs that model expectations through coursework point to the value of ethics in science. More training programs should prepare statisticians to consider the ethical dimensions of their work through required coursework. Supplementary materials for this article are available online.     

Childbearing and Marriage: Investigating the Importance of Context for Meaning-Making of First-Time Marriage

Previous research reveals that the temporal ordering of childbearing and marriage can have an impact on the meaning of first-time marriage. This article aims to obtain a deeper understanding of meaning-making of first-time marriage in relation to childbearing. Narrative interviews with 16 brides and grooms in 8 couples in Sweden were conducted. The material was analyzed in relation to the temporal ordering of childbearing and marriage. The study reveals that the construction of meaning of marriage does not only relate to the temporal context. Social factors such as social class or family formation might also be relevant for how meaning is constructed. This article contributes to a deeper understanding of meaning-making as a relational process constructed within particular contexts.     

对区域高等教育战略规划的若干思考--基于《加利福尼亚州高等教育总体规划（1960-1975）》的分析

《加利福尼亚州高等教育总体规划（1960—1975）》是区域高等教育战略规划领域的成功范例，规划内容通过州宪法性效力、州法律法规性效力以及行业约定性效力三种形式发挥作用。准确把握关键问题、秉持院校自治理念、深入开展调研等做法值得借鉴。我国区域高等教育机遇与挑战并存，教育规划应当坚持治理理念、以人为本理念和系统论理念，对区域高校定位作出合理预期与安排，引导区域高等教育健康和谐发展。     

Contextual identity experiencing facilitates resilience in Native American academics

This article discusses the socio-cultural dynamics that interact with ethno-racial identity experiencing in a previously under-researched group. A qualitative interdisciplinary study with 40 Native American academics from 28 mainstream universities across the U.S. served as a case example with findings that contrasted with historically influential theoretical frameworks postulating identity confusion and conflicts at the intersection of one’s mainstream education and profession versus one’s ethno-racial community grounding. Instead of feeling pressure to identify with only one worldview, the contextual, dynamic identities associated with the inclusive and flexible self-concept of tribal participants allowed them to in turn take advantage of two divergent cultural meaning systems pertaining to their distinct socio-cultural contexts. These shifts were experienced as not endogenous but rather exogenous variables, which did not cause the historically theorized issues. Participants felt their tribal identities instead facilitated meaningful integration of the existing incongruences, which resulted in unexpectedly resilient subjective experiencing.