A Century in Retrospect: Several Theoretical Problems of Russian Formalism From a Paradigm Perspective

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.

The stars hang down over the great emptiness of the level plain, and the moon bobs on the running waters of the Great River： thirty years of New Era research on the essay

New Era research on the essay and other occasional writing already has a history of thirty years. For various reasons, however, such research has consistently been slighted and condemned. This article offers a systematic and comprehensive review and analysis of the last thirty years of research in this field in terms of writers and their works, research on special topics, and the construction of the history and theory of this genre, and explores the reasons why it has been slighted for so long. To deepen and broaden this research in the new century, we must exert ourselves in three areas： first, we must adopt a modern vision of criticism of the essay; second, we must ＂digest Western theories＂ and ＂Sinicize essay writing and research＂; and third, we must change our research methods and way of thinking. These three points not only offer an important dimension for understanding and solving contemporary issues relating to the essay, but also have methodological significance for research.

The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis

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.