Throughout his work, Lev S. Vygotsky （1896-1934） pursued the objective of reformulating psychological theory. His historical-cultural analysis of the ＂crisis in psychology＂ showed that, beyond contradictions betwe...Throughout his work, Lev S. Vygotsky （1896-1934） pursued the objective of reformulating psychological theory. His historical-cultural analysis of the ＂crisis in psychology＂ showed that, beyond contradictions between the two main methodological currents---＂objective/explanatory＂ and ＂subjective/intuitive＂--psychology is primarily influenced by its empirical-sensory foundations. This influence is actually at the origin of the disagreement since it maintains the obligation for the two currents to make reference to empirical-sensory data. Only a general model of the developing human being, assessed by its usefulness, will allow reorienting psychology towards a broader science. This would lead to a general theory of psychology, which could then facilitate the search for tools for an indirect method enabling it to go beyond empiricism.展开更多
In the present paper, a comparison is made of the three formats in the history of EECU （English education in China＇s universities）. In the first period （1904-1949）, English education was conducted separately in g...In the present paper, a comparison is made of the three formats in the history of EECU （English education in China＇s universities）. In the first period （1904-1949）, English education was conducted separately in government-managed educational institutions and in institutions sponsored by church-related organizations; English education was well-knit with both general education and specialty education; and self-motivating learning was encouraged. In the second period （1950-1966）, almost everything was tinted with a shady color of politics： A halt was addressed drastically to EEC （English education in China） in 1952. In the gradual recovery that started four years later, the second format was sawed and hammered, showing the following features： All non-government-mamaged institutions vanished from the stage; English was taught solely as a language or a system of verbal parts, almost deprived of all cultural loading. The third period （1978 onwards） has witnessed a barrier-free and rapid development of over three decades, resulting in the unprecedented pervasion of EECU. Yet in the third tbrmat, learners＇ efforts have turned wholly test-oriented, degenerating into the saddening disintegrity of learning as a process into isolated charges to the target of a test at a time; the ignorant reduction of the learning methods to ＂Vocabulary Booklets Plus Collections of Test Papers＂. Such a comparison not only provides a multi-dimensional perspective of EECU and a better understanding of it, but also offers some important experiences and lessons for the search of an effective solution to the pervasive problem of＂Time-Consumingness and Low-Efficiency＂.展开更多
文摘Throughout his work, Lev S. Vygotsky （1896-1934） pursued the objective of reformulating psychological theory. His historical-cultural analysis of the ＂crisis in psychology＂ showed that, beyond contradictions between the two main methodological currents---＂objective/explanatory＂ and ＂subjective/intuitive＂--psychology is primarily influenced by its empirical-sensory foundations. This influence is actually at the origin of the disagreement since it maintains the obligation for the two currents to make reference to empirical-sensory data. Only a general model of the developing human being, assessed by its usefulness, will allow reorienting psychology towards a broader science. This would lead to a general theory of psychology, which could then facilitate the search for tools for an indirect method enabling it to go beyond empiricism.
文摘In the present paper, a comparison is made of the three formats in the history of EECU （English education in China＇s universities）. In the first period （1904-1949）, English education was conducted separately in government-managed educational institutions and in institutions sponsored by church-related organizations; English education was well-knit with both general education and specialty education; and self-motivating learning was encouraged. In the second period （1950-1966）, almost everything was tinted with a shady color of politics： A halt was addressed drastically to EEC （English education in China） in 1952. In the gradual recovery that started four years later, the second format was sawed and hammered, showing the following features： All non-government-mamaged institutions vanished from the stage; English was taught solely as a language or a system of verbal parts, almost deprived of all cultural loading. The third period （1978 onwards） has witnessed a barrier-free and rapid development of over three decades, resulting in the unprecedented pervasion of EECU. Yet in the third tbrmat, learners＇ efforts have turned wholly test-oriented, degenerating into the saddening disintegrity of learning as a process into isolated charges to the target of a test at a time; the ignorant reduction of the learning methods to ＂Vocabulary Booklets Plus Collections of Test Papers＂. Such a comparison not only provides a multi-dimensional perspective of EECU and a better understanding of it, but also offers some important experiences and lessons for the search of an effective solution to the pervasive problem of＂Time-Consumingness and Low-Efficiency＂.
