他年谁作舆地志,海南万里真吾乡--苏轼贬居海南的生活和功业

苏轼作为我国的一代文豪,历来研究者颇多,但多对其晚年生活关注不够,尤其是对其在海南生活的三年.本文对苏轼贬居海南的原因和海南岛当时艰苦的生活条件做出了客观的揭示,深入剖析了苏轼在海南顽强生活的具体原因,并对其在海南的生活情趣和历史功业作出了客观的评价.     

陶渊明研究中的选择性心理探析

选择性心理是人们面对纷繁复杂信息时普遍的心理现象。在文学研究中,这种现象大量存在,使人看到学术他律的因素有时是很惊人的。本文运用传播学的相关理论,分析论述选择性心理对陶渊明研究的影响,以期窥斑见豹。     

论从实践理解马克思主义“人类世界”范畴

传统教科书"从物质统一性"去理解马克思主义的"世界"范畴,把马克思主义所把握的"世界",理解、诠释为像旧哲学物本主义那样把握的"物质世界"。本文遵循"从实践理解问题"的马克思主义理路,分析了传统教科书对马克思主义"世界"范畴理解的缺陷,探寻、阐明了马克思主义"人类世界"范畴的理论意蕴和理论内涵,揭示了马克思主义从实践理解"人类世界"范畴的重大意义。     

从康德“三大批判”认识音乐美的本质

康德的《纯粹理性批判》、《实践理性批判》和《判断力批判》提出了应当尊重人类认识的感性领域、应当与哲学中研究理性事务的完善（真）一样,为研究感性事务的完善（美）开辟道路。用＂想象逻辑＂把必然与本体对立、知性与理性对立、知识与信仰对立;用知、情、意探讨人类在怎样一种条件下感知事物的美和完善,提出＂纯粹美＂（形式美）和＂依存美＂（自由美）的判断原则;用＂反思判断＂的情感形式逻辑,将音乐推到自由情感艺术的最高位,为音乐的＂自律论＂与＂他律论＂注入深刻内涵,开辟了现代音乐研究的新领域。     

Unpacking learner’s growth in geometric understanding when solving problems in a dynamic geometry environment: Coordinating two frames

The emergence of dynamic geometry environments challenges researchers in mathematics education to develop theories that capture learner’s growth in geometric understanding in this particular environment. This study coordinated the Pirie-Kieren theory and instrumental genesis to examine learner’s growth in geometric understanding when solving problems in a dynamic geometry environment. Data analysis suggested that coordinating the two theoretical approaches provided a productive means to capture the dynamic interaction between the growth in mathematical understanding and the formation/application of utilization scheme during a learner’s mathematical exploration with dynamic geometry software. The analysis of one episode on inscribing a square in a triangle was shared to illustrate this approach. This study contributes to the continuing conversation of “networking theories” in the mathematics education research community. By networking the two theoretical approaches, this paper presents a model for studying learner's growth in mathematical understanding in a dynamic learning environment while accounting for interaction with digital tools.     

Loop invariants,exploration of regularities,and mathematical games

Loop invariants are assertions of regularities that characterize the loop components of algorithms. They are fundamental components of computerprograms verification, but their relevance goes beyond verification—they can be significantly utilized for algorithm design and analysis. Unfortunately, they are only modestly introduced in the teaching of programming and algorithms. One reason for this is an unjustified notion that loop invariants are ‘tied to formality’, hard to illustrate, and difficult to comprehend. In this paper a novel approach is presented for illustrating on a rather intuitive level the significance of loop invariants. The illustration is based on mathematical games, which are attractive examples that require the exploration of regularities via problemsolving heuristics. Throughout the paper students' application of heuristics is described and emphasis is placed on the links between loop invariants, heuristic search activities, recognition of regularities and design and analysis of algorithms.     

Characterizing student mathematics teachers’ levels of understanding in spherical geometry

This article presents an exploratory study aimed at the identification of students’ levels of understanding in spherical geometry as van Hiele did for Euclidean geometry. To do this, we developed and implemented a spherical geometry course for student mathematics teachers. Six structured, task-based interviews were held with eight student mathematics teachers at particular times through the course to determine the spherical geometry learning levels. After identifying the properties of spherical geometry levels, we developed Understandings in Spherical Geometry Test to test whether or not the levels form hierarchy, and 58 student mathematics teachers took the test. The outcomes seemed to support our theoretical perspective that there are some understanding levels in spherical geometry that progress through a hierarchical order as van Hiele levels in Euclidean geometry.     

从“概念转变”到“概念理解”——科学概念学习研究的转向

当前国际科学概念学习研究显示了从“概念转变”到“概念理解”的转向。通过分析概念转变教学研究的结果,得出影响概念转变的关键因素在于学生对科学概念的理解。阐释了概念理解的内涵、特征,探讨了概念理解与高级思维的关系、概念理解水平、概念理解的教学和评价等内容。