从模糊容忍度研究英语听力理解与其教学

本文通过调查访问法从心理学的角度分析了善听者与不善听者的听力理解认知过程的不同表现。     

中国民族间发展的多重差异格局与差别化、协同性政策开发研究——论中国民族关系的新形态与民族政策的新体系

After 60 years of implementation, the ethnic regional autonomous policy has provided basic political support for promoting the common development and prosperity of all ethnic groups. Especially since the period of “Reform and Open-ing Up” began, the national preferential policies and support for ethnic minority areas gradually in-creased, and economic and social development in the ethnic minority areas clearly speeded up. Ac-cording to official statistics, after more than 30 years of “Reform and Opening Up”, the economic growth rate of China’s ethnic minority areas is high-er than the national average. However, at the same time , the economic and social development gap be-tween different ethnic groups has become more and more pronounced. The development of the ethnic groups has created a structure of multiple dispari-ties, which fundamentally restricts ethnic unity, as well as political and social stability in ethnic areas of China. This structure of multiple disparities re-flects the imbalances mainly in four aspects: 1 ) the ongoing large gap between the ethnic minority areas and Han Chinese regions remains; 2 ) the unequal economic and social development among the various ethnic minority people has expanded;3 ) the economic gap within the same ethnic minor-ity autonomous region has gradually become more pronounced;and, 4 ) the differences in develop-ment within the same ethnic group who live in vari-ous regions of China are also very obvious. The multiple inequalities of the economic and social development of China’s ethnic groups add more complexity to the ethnic problems of China. The disparity in economic and social development between different ethnic groups is not only an eco-nomic problem, but is also a significant political issue. Hence, promoting a balanced economic and social development among the various ethnic groups has a very obvious practical significance for main-taining ethnic unity, promoting national integra-tion, and maintaining national stability . Based on the discussion above, this article mainly explores which kind of ethnic policy can ef-fectively resolve the multiple disparities found with-in ethnic development and is beneficial for promo-ting the integration of the various ethnic groups in China? On the basis of summarizing and reviewing approaches found in earlier research, the author puts forward the following core ideas:1 ) The economic and social development differences of various ethnic groups have formed a pattern of multiple disparities in China, and it is no longer simply a gap between the Han and ethnic minorities. Since the implementation of the “Re-form and Opening Up” policy, the differentiation or disparity between China’s ethnic minorities has become more and more pronounced—this phenom-enon constitutes a new challenge to China’s ethnic unity and national unification. Therefore, we must adjust ethnic policy in order to solve the “true problem” or “new problem” concerning China’s ethnic problem. 2 ) The multi-faceted disparities found in the economic and social development among China’s ethnic minorities result from many factors, inclu-ding institutional, policy, historical, geographical, cultural, and psychological. Therefore, we must realize a diversity of ethnic policy, and build a comprehensive ethnic policy system. 3 ) For the purpose of realizing the integration and state construction of the ethnic groups, in ad-dition to implementing the current policy of differ-entiation, we must also ensure a “four balanced and coordinated development”. This includes a balance between the Han areas and ethnic minority areas, a balance among the various ethnic minori-ties themselves, a balance within the same ethnic minority areas, and a balance within the same eth-nic group who live in different areas. This requires the central government to strengthen a double dif-ferentiation and collaborative orientation of ethnic policies concerning the market, labor, resources, technology, and capital.     

城市创新能力的溢出效应与空间分布——对江苏省13地市的实证分析

城市创新能力的溢出受地理距离的限制,形成以创新能力强的城市为中心、创新能力弱的城市在边缘的"中心—边缘"空间格局。利用新经济地理学的空间自相关模型,分析江苏省13城市创新能力的空间分布特征,结果表明:城市创新能力具有明显的区域差异性,空间分布对创新型城市的发展有重要影响,城市之间呈现较强的空间依赖性和差异性,并初步形成了创新集群的"核心—边缘"空间分布格局。要实现创新型城市的快速健康发展,应打破空间约束,增强城市间技术创新的溢出效应,进而促进自身创新能力的提高。     

浅论英汉颜色词文化上的不等值

英汉颜色词文化上的不等值主要表现在两方面：一方面是颜色偏向的不同，另一方面是引申义的不等值。本文拟从这两方面就英汉颜色词文化上不等值问题进行讨论，并扼要阐明造成这一文化差异的原因。     

一类差分方程解的收敛速度及其应用

给出在 φ满足 Kantorovich引理的条件下 ,差分方程 tk 1=φ( tk)迭代序列 {tk}收敛于不动点 t* 的四种收敛速度 .作为应用 ,给出文 [1 ]中 Rheinbold W定理的一个更为明显的结果     

是统一,而非专制——重评汉武帝“罢黜百家,独尊儒术”的政策

文章认为汉武帝的“罢黜百家 ,独尊儒术”的政策 ,造成了中国文化统一而非专制的局面。汉武帝为实行这个政策所采取的手段是温和的、合理的 ,所导致的结果也非思想文化的单一与窒息局面。儒学在中国封建社会思想文化领域内的主导地位是由中国文化的特性以及儒学自身的特点决定的。     

常系数齐次线性微分方程组初值问题的求解公式及其应用

给出了常系数齐次线性微分方程组初值问题的一个求解公式 ,并由此推出常系数齐次线性差分方程组在给定的初始条件下的一个求解公式 .     

Project Re•Vision: disability at the edges of representation

The representational history of disabled people can largely be characterized as one of being put on display or hidden away. Self-representations have been a powerful part of the disability rights and culture movement, but recently scholars have analysed the ways in which these run the risk of creating a ‘single story’ that centres the experiences of white, western, physically disabled men. Here we introduce and theorize with Project Re?Vision, our arts-based research project that resists this singularity by creating and centring, without normalizing, representations that have previously been relegated to the margins. We draw from body becoming and new materialist theory to explore the dynamic ways in which positionality illuminates bodies of difference and open into a discussion about what is at stake when these stories are let loose into the world.     

Cultural Identities in The Joy Luck Club

The Joy Luck Club is written by Chinese American female writer Amy Tan, in which vividly depicted a series of story about four Chinese immigrant mothers and their American daughters. These two generati...     

The challenges of mathematics education for Indigenous teacher training

In this article, I outline research carried out on in an Ethnomathematics course designed to train Indigenous teachers in Costa Rica, in which the following ethnic groups participated: Ngabes, Bribris, and Cabecares. The challenge is to develop a mathematical education that provides equitable conditions for the different groups within innovative curricular proposals. This research is based on the construct of ‘Cultural Mathematical Knowledge' which serves to describe intrinsic characteristics of socially differentiated groups and thus propose a model for teacher education. The design of the course incorporates an empirical base, a theoretical base, and a methodological base. It is a multicultural and multidisciplinary proposal based on Indigenous mathematics and on the ideas of mathematical enculturation, to be developed through curricular microprojects in Indigenous schools. The course promotes preparing the teacher as a researcher to shape him or herself mathematically, as someone who carries out appropriate educational actions in an academic environment in accordance with an ethnolinguistic reality, a cultural worldview, and awareness of the potential of the students of Indigenous schools.