The study of Russian Formalism from a paradigm perspective has an integrative methodological value compared with traditional approaches. From the three different levels(philosophy, knowledge and operation) inherent to...The study of Russian Formalism from a paradigm perspective has an integrative methodological value compared with traditional approaches. From the three different levels(philosophy, knowledge and operation) inherent to the paradigm perspective, this paper reexamines several theoretical problems that were previously thought to be settled: the theoretical construction of Russian Formalism, its development and its theoretical foundation. It shows that the Russian Formalistic paradigm is not only a literary phenomenon, but also relates to the fields of linguistics and philosophy, and at the knowledge level consists of the three schools of Formalistic Literature, Formalistic Linguistics and Formalistic Functionalism. The paper also points out that the lifespan of the paradigm from beginning to decline was longer than the ten years generally believed by scholars. Finally, the paradigm's theoretical foundation does not originate from Husserl's phenomenology or the literary schools related to it, as previously assumed, but from the linguistic methodologies of historical comparativism and structuralism, as well as the common aesthetic theory within philosophy.展开更多
The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions...The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.展开更多
文摘The study of Russian Formalism from a paradigm perspective has an integrative methodological value compared with traditional approaches. From the three different levels(philosophy, knowledge and operation) inherent to the paradigm perspective, this paper reexamines several theoretical problems that were previously thought to be settled: the theoretical construction of Russian Formalism, its development and its theoretical foundation. It shows that the Russian Formalistic paradigm is not only a literary phenomenon, but also relates to the fields of linguistics and philosophy, and at the knowledge level consists of the three schools of Formalistic Literature, Formalistic Linguistics and Formalistic Functionalism. The paper also points out that the lifespan of the paradigm from beginning to decline was longer than the ten years generally believed by scholars. Finally, the paradigm's theoretical foundation does not originate from Husserl's phenomenology or the literary schools related to it, as previously assumed, but from the linguistic methodologies of historical comparativism and structuralism, as well as the common aesthetic theory within philosophy.
基金The 13th Five-Year Plan Project of Tianjin Educational Science,Constructing Higher Education Quality Assessment System from the Perspective of Students(No HEYP5018).
文摘The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.
