浅析公文处理中的国学思维

中国文化源远流长,国学是中华民族的优秀文化,是优秀历史文明的积淀,是民族团结的纽带,它具有历史传承性。公文处理工作需要从传统文化中获取文化精髓,汲取营养,在遇到问题时,能够辩证思考,积极处理问题,更好地开展公文处理工作。

“无形、无界、无为”国学思维在乡村设计课程中的教学实践研究

建设美丽乡村是全面建成小康社会的重要战略部署。文章指出,乡村设计课程在高校教学中出现了单一学科限制、课程思维方式的局限以及缺乏思政教育等不足。针对这些问题,北京工业大学艺术设计学院环境艺术系开展了乡村设计课程单元,打破了单一学科的限制,实现了跨学科跨领域及理论联系实践的有效结合;引入国学思维理论,不仅能引导学生发散设计思维,在思政育人方面提升学生的德育素养,而且在乡村设计实践中,有助于在"人""地""村"三个维度下启发相应的设计策略,还在实际教学中指导学生完成了高质量的课程作业。

Opportunities and Challenges for Global Student Mobility： A Study on Undergraduates＇ Experiences

This paper examines the study abroad experiences of undergraduates, explores the students＇ values and perspectives on being global citizens, and expresses the way they think of themselves as members of the broader world community. The research was conducted by interviewing students who had experiences studying abroad. It aims to open a debate about the meanings and understandings of global student mobility which is based on the opinions and values of college students who had either long or short-term study abroad experiences. The study shows that students have grasped the transformation of globalization and are concerned with their competitiveness in the global stage. They pointed out that their higher education courses are lacking in providing enough opportunities for students to encounter the broader world. Also, students often cope with culture shock issues such as the way they interact with classmates, the attitude of contributing toward society, and the barrier to communicate using local languages. Proposed changes can start with professors, for example, by bringing the reality of other cultures into the students＇ learning process, by showing the common values and competencies of modern college students, and by contributing to critical thinking.

The impact of thinking differences between English and Chinese on translation

Translation is not only a language activity, but also a thinking activity, which involves the conversion of the two languages, and the language is both a thinking tool and the result of thinking. Language and thought are closely related, and they are both interacting and interdependent. Different thinking determines that the expression of both English and Chinese on the same topic is also different. Through the relationship between language and thought, standing on a higher philosophical point of thinking, we can investigate the effect of the differences between English and Chinese translation. The translator can pay more attention to the difference＇ s impact of translation, which assure a higher accuracy of the translation.

On the Cultural Differences between Chinese and English Speaking People in Their Thinking Modes from the Perspective of Second Language Acquisition

The recent years have witnessed increasing opportunities for people from various cultural backgrounds to communicate with each other, which is naturally based on a general grasp of cultural knowledge and communicative techniques in cross-cultural settings. However, there often exist cultural clashes in such cases, especially between Chinese and English speaking people, which are deeply rooted in the wide differences in their languages and thinking modes. Indeed, this also serves to be an important part in the acquisition of the English culture for Chinese students in the current educational climate. The paper is intended to provide a contrastive analysis of the major cultural differences between Chinese and English speaking people in their thinking modes in three aspects of the descriptive versus the formal, the concrete versus the abstract, and the practical versus the logical form the linguistic perspective. And the paper comes to the conclusion that a general understanding of these significant differences may enable Chinese-speaking people and English-speaking people to establish a more efficient communication with each other.

Pedagogy in Bangladeshi Private Universities： Context, Culture, and Confusion

Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.

Marxism in China and ideological education

It is a big project of whole society to strengthen the holistic view and ideological and political education, thus we must work together to make full use of social resources to advocate the basic value rules of society and guarantee the promotion of human nature, guiding people to think according to the social reality to enhance rational ability of thinking, eventually forming a mutual power of education; in the mean time, we should still exert advantages of strong systematic, theoretical and logical factors to achieve double swords with combination of education mode. Theoretical teaching plus beneficial activities, one-way teaching with activities and school education combined with social and media education can achieve socialization of ideological and political education. Drawing on the experience of other countries, we can constantly create new approach suitable to our national conditions and the requirements development and enhance the effectiveness of ideological and political education.

Logical thinking in pattern differentiation of Traditional Chinese Medicine

OBJECTIVE: To discuss the application of logic to pattern differentiation for treatment in Traditional Chinese Medicine (TCM). METHODS: Comparing logic reasoning of syllogism with the logical thinking ofTCM pattern differentiation for treatment. RESULTS:TCM logical thinking depends on symbolic and intuitive judgment with abstractive reasoning integrated into the process. Although it lacks quantitative measurement, it pays great attention to the comprehensive analysis of a disease's cause and its development patterns to get insight into the essence of illness. CONCLUSION: TCM diagnosis reasoning methodmay lack rigorousness, continuity, systematic induction and deduction, but its logical thinking still can attain its goal following a process with rigorous, regulated and scientific formal logic.