论对话——班主任班级管理的新理念

在班级管理中,对话的理念改变了传统的班级管理思想,提出了班主任和学生之间是双主体的对话的关系。在这种理念下,班主任应该运用不同的形式与学生进行对话,形成和谐、平等的师生关系。     

明末清初中西文化关系研究之反思

明末清初以传教为契机的中西文化交往关系之课题现已成为一大学术热点,中外学者对此作出了广泛而深入的研究和探讨,本文以问题为核心,从四个方面对已有的学术成果进行了总体性的反思:一是就传教士之主动因应与被动附会问题提出了“文化的双重强制”观点,指出传教士与中国入教儒士在受制于中西文化之双重强制的同时,也开启了超出单一文化桎梏的双重视域,从而造成了对于中西文化的一种奇特贯通;二是从现代的学理脉络之下对“明末清初中西文化对话论”提出质疑,指出这次中西文化交往关系远非现代学术意义上的“对话”,因为构成交往关系的各方无一例外都是“真教惟一论”、“正道惟一论”者;三是结合对法国汉学家谢和耐的名著《中国与基督教》之评议,反驳了以此书为代表的明末清初中西文化“错位论”观点,指出中西文化之间的意义传递实有赖于话语中介的形成;四是提出了中西文化交往中的“理解”问题,并以笔者近作《明末清初传教士对儒家经典的解释及其本土回应》为例,阐述了以“理解”为方法论线索来探讨中西文化互动机制的理论价值与现实意义。     

从巴赫金对话理论看鲁迅文学翻译之“硬译”

巴赫金的对话理论为人们认识翻译实践提供了新的视角。翻译过程牵涉到译者、文本和读者,本质上就是一个多重的对话体。本文试从作者与读者、读者与文本主人公、文本主人公意识与社会意识以及译本与读者的对话角度来审视鲁迅文学翻译之＂硬译＂现象。     

谈语文阅读教学中的对话

现代教学论认为:教学从本质上说是一种"沟通"与"合作"的活动,中学语文阅读教学从本质上说也是一种"沟通"与"合作"的活动,其中教师与学生、教师与文本、学生与文本三者间的"对话"是这个活动的重要特点,三者"对话"成功,就会促进阅读教学的发展,否则,阅读教学目标难以达到。     

回归感性走向对话

语文教学必须实现由“知识中心说”向感性的回归 :回到感性的言语形式 ,回到学生的语感。而走进对话正是回归感性的必由之路。     

Dialogue and transparency: A content analysis of how the 2012 presidential candidates used twitter

This study conducted a content analysis of the Twitter pages of the 2012 presidential candidates to determine how they were using Twitter, if they were engaging in meaningful dialogue with their followers, and if they were being transparent. Tweets from February 1, 2012 through February 29, 2012 were coded. Overall, the candidates tweeted most about the economy, events, and specific primaries but failed to created meaningful dialogue with their followers. Some candidates were more transparent than others in regards to who was responsible for tweeting.     

Domestic Violence in Nusa Tenggara Barat,Indonesia: Married Women's Definitions and Experiences of Violence in the Home

This article contributes to cross-cultural understandings of gender-based violence by examining women's definitions and experiences of domestic violence in Eastern Indonesia. The research was part of a larger study of human rights in maternal and neonatal health and involved a survey that integrated common anthropological practices in its development and delivery. This survey measured the prevalence of emotional and physical abuse, violence during pregnancy, unwanted sex and fear of violence among a sub-sample of 504 married Muslim women. Standard human rights definitions of violence were adapted to create locally appropriate definitions of economic violence, husband infidelity and unwanted sex within marriage. Survey responses indicated that the majority of women believed verbal abuse, threats of harm, economic violence, physical violence, control of women's mobility and a husband's public infidelity to constitute domestic violence. Our exploration of how Indonesian women understand domestic violence reinforces the salience of cultural specificity for different women's definitions of violence, as well as the applicability of internationally recognised definitions of gender-based violence.     

LGBTQQ youth creating change: Developing allies against bullying through performance and dialogue

Research has documented heterosexism and genderism facing lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) students in schools, especially as it relates to experiencing bullying and harassment. However, little research addresses anti-LGBTQQ bullying interventions, and no research has examined the use of youth-led performance and dialogue in cultivating anti-bullying behaviors among students. The present mixed-methods study assesses one such intervention led by a community-based LGBTQQ and allied youth group. Repeated measures general linear modeling demonstrates a positive impact of this intervention on middle and high school students' likelihood to intervene when witnessing anti-LGBTQQ harassment and confidence to successfully do so, particularly for White students. Qualitative findings demonstrate barriers to intervention and decision-making processes of youth when intervening. Results suggest the importance of these interventions in empowering LGBTQQ youth to effect change in their schools.     

贫困与教育——甘肃会宁现象剖析

会宁教育现象是否“过时了”?在全球化背景下,怎样更好地发挥农村教育的功能?在会宁,贫困与教育为何能如此神奇地“共生”?贫困地区要实现和谐发展,教育无疑是一根敏感的神经。     

女性文学主体性论纲

作为确立女性文学内涵的女性主体性,应是专指隐合作者的女性主体性,而非作品中女性人物的主体性或叙述者的主体性;而且,此种主体性别除了霸权,因而实际上是一种主体间性。女性文学应该在女性隐含作者与作品中男性人物、女性人物之间建立主体间的对话关系。在目的论层面上,女性文学应该能够守护男女两性的本真存在、追问可能生活的维度,因而能够超越现代性反思语境中的怨恨情结。