文学的困境与突破

作者对当代文学所面临的尴尬进行了描述,并对文学的发展提出了自己的思考。     

Notes on contributors

Ethics is a central area for professional education in social work. The main educational strategies for the ethics component in social work programmes are often a combination of explicit attention to principles and implicit grounding in practice examples (such as ‘case study’ vignettes). These approaches equip students to recognise and respond to the complexities of ethics in practice. However, they may also encourage students to understand ethics as ‘rules of conduct’, in which there are ‘correct answers’ that can be learned and applied. This paper advances the view that it is more helpful to consider ethics as a ‘framework for thinking’ about the means/ends relationship in practice. It is argued that, as a consequence, the goal of ethics education should be to enable student social workers to grasp the inherently moral nature of practice and the ambiguities that follow from this. Such a position points to the paradox of social work education, that it involves teaching about things that cannot ‘exist’ separately from their being created in action. To explore this paradox in teaching ethics, the paper considers inductive approaches in learning as a way of responding to the ambiguities that are inherent not only in the subject but also in the experience of professional education.     

发展农村职业教育的思考

党和政府十分重视农村教育 ,明确提出了基础文化教育、职业教育和成人教育“三教统筹”协调发展农村教育模式。但是 ,在农村职业教育发展过程中 ,在办学思想、质量、效益等方面还存在着不可忽视的问题。结合农村职业教育的实际 ,在办学思路、办学形式、整合教育资源发展农村职业教育等方面提出新的思路 :从加强领导入手 ,转变观念、提高对农村职业教育的认识 ;改变办学形式 ,加强初高中后教育 ;整合教育资源 ,发挥高校人才、技术的优势 ,促进农村职业教育的发展。发展农村职业教育对于提高农村劳动者素质 ,促进农村社会经济的发展 ,具有重要的意义     

公共行政学发展理路之反思

回顾一个多世纪的公共行政学的发展历程,其理论方式由官僚行政理论发展为民主行政理论,最后走向服务行政理论。公共行政学的理论方式的转向不仅是其自身发展的逻辑展开,更主要的是对政府职能实现方式变化的一种理论回应。     

师范生批判性反思能力的培养：意义·方法

批判性反思是反思的高级阶段,也是高层次的思维过程。它包括对决策或行为的前提的反思、对它们背后的理智、道德、历史、社会等因素的反思。其最终结果是发生认知变化,并改进实践,即质疑能力、假设能力及把此运用于实践能力的综合。我们可以通过建构主义教学法、研讨会、行动研究和实践、学习自传和日志撰写等方法来培养批判性反思能力。     

On three and four vicious walkers

We establish a reflection principle for three lattice walkers and use this principle to reduce the enumeration of configurations of three vicious walkers to the enumeration of configurations of two vicious walkers. More precisely, the reflection principle leads to a bijection between three walks (L₁, L₂, L₃) such that L₂ intersects both L₁ and L₃ and three walks (L₁, L₂, L₃) such that L₁ intersects L₃. Hence we find a combinatorial interpretation of the formula for the generating function for the number of configurations of three vicious walkers, originally derived by Bousquet-Mélou by using the kernel method, and independently by Gessel by using tableaux and symmetric functions. This answers a question posed by Gessel and Bousquet-Mélou. We also find a reflection principle for four vicious walks that leads to a combinatorial interpretation of a formula derived from Gessel's theorem.     

黑格尔哲学视阈中的"反思"及其效应--兼论胡塞尔的"现象学反思"

黑格尔哲学因自身体系建构和发展的内在需要,其"反思"概念的意义敞开也相应经历了多层次的环节运演,就其内蕴的特殊涵义而言,一般可分为"内向的反思"和"反思的反思"两种."反思"作为中介是黑格尔哲学体系中精神自我发展内在力量的必要条件.综观胡塞尔"现象学哲学","反思"作为其理论自身的重要方法论,同黑格尔的"反思"概念存在着特殊的反思关系.胡塞尔对黑格尔"反思"概念的批判与超越在某种程度上提供了克服近代主客思维模式的一种可能.     

过渡时期思想文化批判运动的文化反思

过渡时期的几次思想文化批判运动造成了深远的文化影响。从文化层次反思这几次思想文化批判运动,使我们意识到构建现代政治文化的重要性,认识到践踏民主与法制的大批判文化的危害性,也使我们寻唤一种富于历史理性、勇于承担责任的忏悔文化。     

历史叙述的"默契"与"偏离"——对"伤痕、反思"小说与"主流"话语关系的考察

在新时期之初,围绕着如何想象与阐释新时期这一新的历史叙述概念,主流话语与当时占据文坛主潮的伤痕、反思小说之间形成了极为默契的互动关系,伤痕、反思小说在相当程度上参与并推动了主流话语的建构,从而形成了当代文学史上一次文学与主流话语的高度融合。但是,这并不意味着文学创作与主流话语之间不存在分歧,对历史叙述问题的不同理解以及创作中出现的对主流历史叙事的偏离使刚刚建立的规范有了松动的迹象。     

《宏观经济学》课程教学改革——来自课堂外的思考

根据发达国家《宏观经济学》本科课程设置的实际,目前,在我国《宏观经济学》本科课程教学改革中,应注意加强教材建设,选择适合中国学生学习和阅读的教材,而且要配合一定量的课外阅读资料,包括引进版的教材;同时,应适当增加课堂教学时数,布置课堂作业和课后作业、安排测验,以巩固学生学习成果;此外,还需要有数学、经济学基本原理等其他相关课程的基础理论支持。