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論文摘要：人學思想的形成和發展，是一個從理性的人經由抽象的人再到現實的人的過程。馬克思以現實的人為出發點，以實踐為基本范疇，把自己的學說歸結為關于現實的人及其歷史發展的科學，這一學說深刻的揭示了人的本質及其通過自身的實踐活動現實地生成的過程。在他早期的著作中對“現實的人”論述把人從思辨、抽象性的人和自然的人中解放出來，真正賦予了人以現實性，實現了人本質的復歸。
馬克思的人學思想的形成過程也就是馬克思思想逐漸成熟的過程 。馬克思從抽象 的人走 向了現實的人 。使得人的自我認識發生計劃時代的轉向。
一、 “現實的人”思想的提出
“現實的人”思想的萌芽大致在 1843--1844年，體現在馬克思所寫的《黑格爾法哲學批判》一書和在 《德法年鑒》發表的文章中。1843--1844年這一段時期，馬克思關于人的存在思想的基調已經 由黑格爾理性主義轉向費爾巴哈的人本主義 ，但“現實的人”的思想已經較明確地提出來了。
黑格爾哲學雖然以思辨的理性主義形式解決了人的“現有”與“應有”之間的矛盾，幫助馬克思面向現實使其成為一個理性主義的現實批判主義者，但黑格爾并沒有解決實際生活中的人的現實與理想矛盾。馬克思在對黑格爾法哲學進行批判時，就借用了費爾巴哈人的本質異化的理論。在研究黑格爾法哲學的過程中，馬克思發現 ，國家并不像黑格爾認為的那樣是普遍利益與特殊利益一致的表現 ，私人利益戰勝普遍理性的事實表 明，國家只不過是主體政治異化的表現 ，是普遍利益和特殊利益矛盾沖突的產物。從主體活動的異化和矛盾的沖突來解釋國家現象，標志著馬克思已在費爾巴哈的影響下開始從人學角度考慮現實問題。那么“現實的人”究竟指什么?在馬克思看來，現實的人當然是“自然和精神、肉體和靈魂”的統一體，但就其本質而言“不是人的胡子、血液、抽象的肉體本性 ，而是人的社會特質，而國家的職能等等只不過是人的社會特質的存在和活動方式”。他同時指出，應當把“人的存在的這些社會形式”如家庭、市民社會、國家等等看 作人的本質的實現，“看作人本質的客體化；” 應當把“人 的活動”“作為家庭和市民社會的成員而存在的那些群體”看作 國家等社會組織的基礎，而不是像黑格爾所做的那樣，于是人與社會的關系應當是“人永遠是一切社會組織的本質，但是這些組織也表現人的現實普遍性，因而是一切人所共有的”。 “因此馬克思看到，現實的人并不是單個人的存在 ，而是社會的存在，即類存在——人也 只有在 自己的類存在 中，只有作為人們 ，才能是人格的現實理念。
就這樣馬克思的早期人學理論以現實 的人為出發點展開了。從現實的人 出發，“而且一刻也不離開這種前提”，這正好體現了邏輯與現實的統一 ，邏輯與歷史的統一。如果說有一個完整的體系的話，那么它的理論必然是這樣一個無限展開的形式：以現實的人為出發點的序言——以現實的人為核心所展開的論證—— 以現實的人的解放為最終歸宿的結論。它堅決鄙棄一切宿命論，把現實的人當作歷史的主體，當作歷史的“尉中人物和劇作者”，從而打開了歷史奧秘的大門。
二、“現實的人”思想的發展
馬克思人學理論創建的進一步發展，體現在《1844年經濟學哲學手稿》的異化勞動學說中。馬克思認為人的本質只有從人的活動 中才能確證，要研究人就要研究人的活動本性 ，而人的活動則是自由自覺的 ，所謂 自由 自覺的活動，就是指人 的合規律性與合 目的性的活動相統一的活動，就是主體按照 自身的需要、價值取向以及對于客體屬性規律性認識所構成的目的而進行的感性物質活動。這種感性的物質活動，就是人的對象性活動，在哲學意義上這種對象性活動就是勞動。
馬克思在《1844年經濟學哲學手稿》中指出，勞動是人的本質。但馬克思對人之勞動本質的揭示并不是直接的，而是從勞動的否定形式——異化勞動開始的。馬克思首先從當時的經濟事實出發進行分析 ，把造成資本 主義社會工人 日益貧 困化 ，造成工人與產品對立的原 因歸結為異化勞動。“如果工人不是在生產行為本身 中使 自身異化，那么工人活動的產品怎么會作為相異的東西同工人對立呢?產品不過是活動、生產的總結。因此，如果勞動的產品是外化的，那么生產本身必然是能動的外化，或活動的外化，外化的活動。在勞動對象的異化中不過總結了勞動活動本身的異化、外化。”經過這一番分析，馬克思不僅揭示出工人貧困的原因是異化勞動，而且提示出在資本主義社會中的異化勞動不是人的真正本質。既然人的本質不是異化勞動，那就應該是勞動。所以，勞動不僅創造了人，而且使人的生產活動有別于動物的生產，使人在保持自然性的同時，又具有了社會性、能動性 。勞動是人的生命活動的方式和內容，是人的本質，“人的類特性恰恰就是自由的自覺的活動”。
在資本主義條件下，“勞動對工人來說是外在的東西，也就是說，不屬于他的本質：因此，他在 自己的勞動中不是肯定 自己，而是否定 自己，不是感到幸福而是感到不幸，不是自由地發揮 自己的體力和智力 ，而是使 自己的肉體受折磨精神遭摧殘”。因此，他的勞動不是 自愿的勞動 ，而是被迫的強制勞動。也就是說，異化勞動是對人本質的摧殘和否定——異化勞動階段是人的發展的否定階段。異化勞動使工人從勞動的主體變成了客體，使勞動喪失了自主性，使工人淪為機器，勞動成為工人的沉重負擔。異化勞動是對人本質的摧殘和否定，所以，要達到人的全面發展就必須實現否定之否定，實現從非人到人的復歸。要達到人的本質的復歸，就必須揚棄私有財產。“對私有財產的積極的揚棄，作為對人的生命的占有，是一切異化的積極的揚棄，從而是人從宗教、家庭、國家等等向自己的人的存在即社會的存在的復歸。”揚棄私有財產，就是使人重新占有己經失去的生命活動。這樣，在揚棄了一切異化之后，人的生命活動得到肯定和尊重，人獲得了本質的復歸。
從《1844年經濟學哲學手稿》中表述的思想可 以看出，馬克思己開始了對人自身活動的分析，并把人的本質歸結為“自由自覺的活動”，并以此為基礎，從人的本質出發，分析異化勞動的內容和歷史發展的過程。從人的現實活動內在本性上去規定人，批判資本主義制度對人性的摧殘和異化，這表明了馬克思的現實人的理論已得到初步確立。《1844年經濟學哲學手稿》表明馬克思已轉到費爾巴哈的人本主義立場 ，他把勞動規定為人的本質，根據人的本質——人的本質的異化——人的本質的復歸的思維邏輯模式來解釋人類社會的發展。
三、“現實的人”思想的最終形成
真正標志著馬克思“現實人”思想成熟的著作是《德意志意識形態》，馬克思在這里對“現實的人”作了第一次科學的較全面地闡述。在《德意志意識形態》中，馬克思的人學思想是圍繞著“人是什么樣的人”而展開論述的。人不是抽象的人，而是現實的人，現實的人是全部人類歷史的第一個前提，也是馬克思人學理論的出發點。
(一 )“現實的人 ”的含 義
所謂“現實的人”，是指在一定社會關系中從事物質生產活動的人。首先 ，“現實的人”是有血有肉、有生命的人。“全部人類歷史的第一個前提無疑是有生命 的個人的存在。因此 ，第一個需要確認 的事實就是這些個人的肉體組織以及由此產生的個人對其他自然的關系。”在這里，馬克思從歷史前提的高度肯定了人的自然存在的意義。人首先是肉體的存在、自然的生命 ，正是這種特殊的自然生命又蘊含著人類全部歷史發展演變的基因。其次，“現實的人”是從事物質生產活動的人——這是“現實的人”的最基本的規定性。人是從事活動、進行物質生產的，因而是在一定的物質的、不受他們任意支配的界限、前提和條件下活動著的。人們的存在就是他們的現實生活過程。最后，“現實的人”是處于一定的社會關系和政治關系中的人，歷史發展過程中的物質生產關系是現實的人的所有其它規定性的基礎。生產一方面表現為自然關系。另一方面是表現為社會關系。這就是說，在生產過程中必然發生與一定的生產力相適應的人與人之間的社會關系，并在此基礎上形成經濟關系、政治關系等等。
(二)“現實的人”的歷史作用
馬克思早期的人學理論最大的價值就在于它把實踐引入到歷史觀，去解決社會問題和人的本質，奠定了人或人的實踐活動在哲學中的核心位置，開創了真正的人學理論，實現了哲學的偉大變革。
在《德意志意識形態》的論述中，馬克思把人當作實踐的能動的人來理解，就必然要承認人的存在是全部歷史發展中的第一個前提。因為人是處在現實生活中，進行現實的生命活動的現實的人，即現實地存在著的實踐的個人，他從事的是人的實踐活動，而這種活動必然在歷史的發展中起到重要的作用。首先，實踐活動中現實的人的存在成為全部歷史發展的起點。一旦這種個人存在和活動時，即“一旦人們自己開始生產他們所必需的生活資料的時候 …他們就開始把自己和動物區別開來”“ 而成其為人，因而“任何歷史記載都應當從這些自然基礎以及他們在歷史進程中由于人們的活動而發生的變更出發”。“其次，實踐活動中現實的人的存在和生成演化出全部人類歷史。個人生產生活資料 的方式在更大程度上是這些個人的一定的生活方式，以一定的方式進行生產活動的個人，發生一定的社會關 系和政治關系，社會結構和國家經常從一定個人 的生活過程 中產生。由此演化 出全部人類歷史。最后，實踐活動中現實的人的存在產生和構造出人類的精神世界。“觀念、思維、人們的精神交往在這里還是人們物質關系的直接產物”。“人們是自己的觀念、思想等等的生產者，但這里所說的人們是現實的、從事活動的人們 ，……意識在任何時候都只能是被意識到了的存在，而人們的存在就是他們的實際生活過程。” “ 由此可見，個人，實踐活動中現實的人的存在乃是全部人類歷史活動及其發展中第一性的東西 。
在《德意志意識形態》的論述中，馬克思不再像以往那樣，抽象地談人的類存在，更不像 唯心論者那樣談論想象中的人，而是把人理解為“可用純粹經驗的方法來確定”的“有生命的個人的存在”和“從事活動的人們”，即“現實的人”。馬克思通過對現實人的理解 ，從宏觀的角度描述了總體性的實踐的歷史運動過程 ，從而給人類解放的理論提供了總體的基本說明。《德意志意識形態》的人學理論是以唯物史觀為基礎 ，他的形成是人類思想史上的革命性變革，它實現了從唯心主義人本學到唯物主義人學的根本轉變，實現了人學研究對象的根本變革。
馬克思的人學理論以“現實的人”為出發點，把“現實的人”當作歷史的主體。在他早期的著作中對“現實的人”論述把人從思辨抽象性的人和自然性的人中解放 出來 ，真正賦予了人 以現實本性 ，實現了人本質的復歸。現實人的理論是馬克思早期哲學的中心點 ，把握這一點 ，就理解了馬克思哲學革命的實質。
參考文獻
關鍵詞：固體廢棄物；新興產業；以廢治廢；資源化利用
馬鞍山慈湖高新技術產業開發區在馬鞍山生態市建設中發揮著舉足輕重的作用，農業區每年產生大量的秸稈廢棄物，秸稈固化燃料產業的原料非常豐富，農業秸稈燃料規模化利用產業亟待發展。同時，工業固體廢棄物鈦石膏生產水泥緩凝劑的干化處理過程需大量的煤炭、天然氣等燃料提供熱量，利用秸稈替代化石燃料，發展農業固廢處理工業固廢的新興產業，符合國家對生物質能源開發利用和節約資源、保護環境的政策，潛藏著巨大的商機。
一、農業秸稈固廢綜合利用產業發展潛力
農作物秸稈是生物質燃料，已成為僅次于煤炭、石油、天然氣的第四大能源，是清潔的可再生能源。2013年，馬鞍山各類農作物秸稈產生總量為150.9萬噸，綜合利用量85萬噸，綜合利用率56.3%，其中，還田占21.3%，能源化利用占25.3%。在國家和地方各級政府的積極推動下，馬鞍山市秸稈綜合利用產業發展迅速，一批秸稈直燃發電、秸稈固化成型燃料、秸稈人造板、秸稈沼氣、秸稈氣化等項目陸續上馬。其中，秸稈固化成型燃料工藝簡單，農業秸稈被粉碎后，機械壓制成顆粒狀或者棒（塊）狀，比重增大、體積便小，儲存和運輸方便，熱值可達3200千卡-5500千卡/公斤，可有效替代原煤、天然氣等化石燃料，用于取暖、爐灶、鍋爐、發電等。
發展秸稈固化成型燃料產業前景看好，假如每年處理利用30萬噸秸稈（相當于15萬噸標準煤），將使馬鞍山的秸稈綜合利用率從56.3%提高到76.2%，提升近20個百分點。相比燃煤，秸稈燃料可減少70%的CO2排放、90%的SO2排放，環境效益顯著。安徽省政府對農作物秸稈利用企業進行專項財政獎補，利用水稻、小麥、其它農作物秸稈每噸分別補貼50元、40元、30元，馬鞍山市政府也制定了系列財政獎補政策，對秸稈壓塊機、破碎機、打包機等設備購置給予一次性補貼，對場地征用、架設電力線路等費用給予補貼，對企業實行稅費減免等。每畝農田夏秋兩季產生秸稈約1噸，收購價格為0.08元/斤，每畝增加收入160元，即解決了秸稈堆放問題又創造了經濟效益。總體看，馬鞍山市秸稈規模化、工業化、多元化產業發展格局已初現端倪，產業鏈逐步豐富。
二、工業鈦石膏固廢綜合利用產業發展潛力
慈湖高新區的安徽金星鈦白（集團）有限公司是國內最大的鈦白粉生產企業之一，采用硫酸法生產鈦白粉，2014年，預計副產鈦石膏150萬噸（含水率40%-45%），公司為每噸鈦石膏支付20元左右的處理費用，泥狀鈦石膏大部分被堆放處置，資源化利用率較低，已經成為當地工業固廢處置的難題。馬鞍山鈦石膏歷史堆放量較大，粗略估計有360萬噸以上。鈦石膏的大量排放即占用土地、污染環境又給企業帶來了繁重的經濟負擔，鈦石膏的資源化利用已經成為鈦白粉產業實現可持續發展的關鍵環節。“十二五”末期，我國鈦石膏產生量將達2000萬噸-3000萬噸/年，目前，鈦石膏綜合利用產業處于起步階段，僅有少量用于復合膠結材料和外加劑，發展鈦石膏綜合利用產業，空間廣闊。2014年，國家有關部委將出臺《鈦白粉行業準入條件（修訂版）》和《鈦白粉工業污染防治技術政策》，將在清潔生產、大氣污染防治、水污染防治、固體廢物處置及綜合利用等方面提出要求。
鈦石膏可以替代天然石膏用于生產水泥緩凝劑、石膏板、石膏砌塊、紙面石膏板、粉刷石膏、石膏膩子、石膏晶須、高強石膏等，其中生產水泥緩凝劑的工藝最為簡單，且產品市場需求量巨大，可迅速破解鈦石膏綜合利用難題。慈湖高新區在建設國家級資源綜合利用示范區和國家級園區循環經濟示范區的過程中，將實施一系列鼓勵政策，引進一批鈦石膏利用項目。將泥狀鈦石膏晾曬風干，使含水率從40%-45%降至30%，再烘干至15%-20%，可直接作為水泥緩凝劑。2013年，馬鞍山市水泥產量為1364.19萬噸，用鈦石膏作水泥緩凝劑，摻入量為4%-7%，可消納鈦石膏54.57%-95.49萬噸，用做水泥緩凝劑的鈦石膏市場價格為50元-80元/噸，經濟效益明顯。我國天然石膏資源儲量相對不足，開發利用工業副產品石膏意義重大。隨著資源綜合利用產業共性關鍵技術的突破，鈦石膏干化處理成本將進一步降低，鈦石膏資源化利用產業將向多元化方向發展。
三、產業發展客觀條件完備
馬鞍山市位于安徽省最東部，是安徽省融入長三角、推進東向發展和承接長三角城市向內地延伸的重要門戶，享有“長三角發展戰略”、“長江經濟帶發展戰略”、“中部崛起戰略”和“皖江城市帶戰略”四輪戰略驅動機遇。2013年3月，被國務院定位為老工業基地，同年12月被國務院列入資源型城市名單，成為資源型城市轉變經濟發展方式的先行區，目前，正致力于推進老工業城市調整改造、轉型升級。馬鞍山市的陸路、水路、航空交通發達，水、電、天然氣、蒸汽資源豐富，公共基礎設施、服務設施完備，已全面啟動建設產業廢物資源化利用科技支撐體系、政產學研用相結合的工業經濟技術創新體系和信息技術服務平臺等。隨著《馬鞍山生態市創建行動計劃（2014-2020年）》的實施，現有工業體系將加快產業轉型升級，循環經濟和資源綜合利用產業將面臨重大發展機遇。
[關鍵詞]重型蕁麻疹；護理干預；效果
[中圖分類號]R47
[文獻標識碼]A
[文章編號]1674-0742（2015）07（c）-0132-03
麻疹是由麻疹病毒引起的傳染性很強的呼吸道傳染疾病，臨床癥狀主要有咳嗽、發熱、口腔麻疹黏膜斑、結膜炎、流涕等，如果治療不及時，則會出現腎、肝及心肌損害等嚴重并發癥，給患者的健康及生命安全造成嚴重威脅。該院近年來對成人重型麻疹患者在治療的基礎上加用綜合性護理干預，取得良好效果，現報道如下
1 資料與方法
1.1 一般資料
整群選取該院于2013年1月-2013年12月收治的110例成人重型麻疹患者，均符合參考文獻翻中關于麻疹的診斷標準，納入標準①患者均存在麻疹的臨床癥狀；②治療前一個月內未服用過糖皮質激素、抗組胺藥物及其他免疫調節劑治療。排除標準：①合并有心、肝、腎等嚴重器官疾病；②哺乳期及妊娠期婦女；③合并有精神癥狀者；④治療依從性較差者。將患者按照就診順序隨機分為對照組和觀察組，觀察組55例，其中男32例，女23例；年齡為24～55歲，平均年齡為（31.4±6.4）歲；體溫為（39.8+2.6）℃；病程為1～7個月，平均病程為（5.4±1.3）個月。對照組55例患者，其中男35例，女20例；年齡為21～50歲，平均年齡為（32.6±5.8）歲；體溫為（39.6+3.1）℃；病程為1～9個月，平均病程為（5.8±1.6）個月，兩組患者在性別、年齡等一般資料方面比較差異無統計學意義（P>0.05），有可比性。
1.2 方法
對照組患者入院接受基礎護理，方法如下：①心理護理成人重型麻疹患者因為皮疹多、病情嚴重，加上患者擔心皮疹會遺留瘢痕影響美觀及傳染給他人等，容易出現煩躁、情緒不穩、焦躁等負面情緒，從而影響治療。護理人員在患者入院后應同患者進行有效交流，了解患者的心理特點，緩解患者的焦慮、恐懼等負面情緒，提高患者戰勝疾病的信心。對患者開展健康教育，提高患者對麻疹的認識，提高患者的治療依從性。②呼吸道隔離護理。在患者隔離至出疹后5d，將其安置于單獨病房，保持病房安靜、空氣流通及適宜的濕度與溫度，溫度應在18℃～20℃的范圍內，濕度應為50%～60%左右。注意定期對病房進行濕性清潔，每天以含氯消毒液對地面進行清潔，對物品表面進行擦拭消毒。因為患者怕光，應在室內安裝深色窗簾，每天以紫外線消毒一次。加強對探視人員及陪護人員的管理，囑易感者不要接觸患者。
觀察組患者在常規護理的基礎上接受綜合護理干預，詳細方法如下
①口腔護理囑患者每天以2%的蘇打水或者生理鹽水漱口，3～4次/d，對唇干患者應涂抹甘油或石蠟油，對口腔潰瘍者，以冰硼散外敷，進食之后應以溫水漱口保持口腔清潔。注意觀察患者的口腔黏膜是否出現破損，一旦出現，應立刻進行相應處理。
②高熱護理患者從出疹開始，往往會出現高熱，體溫會在39CC以上，且持續不退，護理人員應通過溫水擦浴、冷毛巾敷頭等方法給患者降溫，切忌冷敷或用酒精擦浴，體溫過低會影響m疹。對患者的體溫定期檢查，并做好記錄。
③眼部護理每天以生理鹽水洗臉，2～3次/d。清晰之后以阿昔洛韋眼液滴眼治療，囑患者閉眼休息。囑畏光或視力模糊者多視綠色植物，口服維生素A。
④皮疹護理在出疹期間，患者會出現全身燥熱癥狀，部分患者會存在疼痛明顯或癢感明顯癥狀，囑患者切忌用手抓撓，以免感染。護理人員可通過爐甘石洗劑涂抹，能夠起到顯著的止癢效果，囑患者注意保持皮膚清潔。
1.3 觀察指標
①2周后以參考文獻標準對患者的治療效果進行評價治愈瘙癢癥狀完全消失，皮損完全消退，2周以后無復發；顯效瘙癢癥狀基本消失，2周后偶有復發；有效瘙癢癥狀有所緩解，復發次數減少；無效未達到有效標準。治療有效率=（治愈+顯效+有效）/小組人數。②以該院自制問卷實施護理滿意度的調查對患者，總分為100分，根據得分情況分為十分滿意得分在85分以上：一般滿意得分在60～85分：不滿意得分低于60分，護理滿意度=（十分滿意+一般滿意）/小組人數。
1.4 統計方法
采用SPSS 22.0統計學軟件對所得數據進行分析，計數資料采用X2檢驗，并用例數百分比的形式表示，差異有統計學意義（P
2 結果
2.1 比較兩組治療有效率
觀察組的治療總有效率高達94.55%.對照組僅僅為76.36%.觀察組的治療有效率銘心啊優于對照組，差異具有統計學意義（P
2.2 護理滿意度
觀察組的護理滿意度為92.73%，對照組的護理滿意度為78.18%.觀察組的護理滿意度明顯優于對照組，差異具有統計學意義（P
3 討論
Key words:course book evaluation business English
1 Introduction
There are different sets of criteria for the evaluation of business English materials, but they could be categorized into the following five broad issues upon which we base our judgments as to what makes a set of good and appropriate materials. They are: learners, learning, language, teachability and "authenticity". There could be many and varied questions pondered upon in examining our course books and materials surrounding the broad issues, especially the first three ones. For the first issue of learners, we will ask questions like " who are the intended learners for the materials?", "Are the material suitable for this group of learners as the writer claims?". That means we should take into consideration learners' levels, needs, knowledge, cultural background, age and so on. The second issue concerned with material is writers' theories, hypothesis about learning and teaching. In identifying if the materials are desirable or not, we could ask: what attitudes to or expectations about learning English are the materials based on? What learning and teaching techniques can be used with the materials? Does the organization of the units or the content within a unit facilitate the teaching and learning process? Do the activities encourage skill mastery? In terms of the third issue――language, we can look at the range of language and areas covered in the materials and especially examine the writers' assumption about language description. In my analysis of the course book First insights into Business English by Sue Robbins1 ( 2000 ), I intend to give brief yet comprehensive evaluation of the whole course book and a detailed analysis of some individual units all based on criteria surrounding these three principal issues. The three main issues are, to a great extent, related to one another.
2 Targeted Learners and Material Appropriateness
The question raised here is whether the book provides the targeted learners suitable and appropriate materials as a whole. In the introduction part, the book claims it is "a course for students of business English at pre-intermediate to intermediate level." The book, in fact, is suitable in terms of language and most of the subject matter for pre-experience learners of business English who have no company experience and yet who have this level of English and limited knowledge of business related topics. The language focus in the book is on relatively simple language points: from simple present tenses to present perfect, from verb forms to pronunciation such as linkage, sentence stress and weak forms. The range and level of lexical items dealt with are also relevant to the needs and levels of the learners. Although some authentic material presents the learners with some difficult points, but the tasks are made easy to handle. The subject matter areas are concerned with general business contexts possibly related to their future business needs. There are topics of broad range, such as customers, companies, retailing, finance, etc., to name a few. Along with these topics, important communicative skills required in their jobs are presented and practice. The four basic language skills of writing, speaking, reading and listening are practiced through concrete tasks in business contexts: for example, report and CV writing, giving business advice, presenting products, interviewing, reading company profiles, listening to financial details of a company's profit and loss. More in-depth look will be given in the following paragraphs.
3 Organization of the Material
Then, the second question needs addressing is to what extent the organization the book meets both the learning needs and teaching needs. The organization of the content throughout the book is clear, systematic and coherent. The book helps learners to study on their own with table of contents clearly stated and laid out on the first page categorizing the language areas and the skills and topics areas. Learners are further assisted in their self-study with communicative activities, grammar reference, word list and tape scripts included in the students' book at the end. There is a review unit after every three units to help learners to test and consolidate what is learned in the previous three units and the teacher can use the unit to test out both the learners' performance in their learning process as well as the teaching effectiveness.
The twelve units are presented by a combination of the means: each unit deals with a different topic covering related business content, some aspect of language structures and content related vocabulary and skills areas. Each unit has the same key elements: key vocabulary, lead-in, language focus and practice, pronunciation, writing, reading, listening, vocabulary, cross-cultural comparison, business communication and final task. This offers readers opportunity to select their own preferred units for their own respective purposes and clear ideas about the objectives of each section of the lesson and the tasks. It also gives one a sense of progression and achievement.
The sequence of the book is arranged according to the degree of difficulty in the structures mainly, with some consideration to the levels of difficulty in language and communication skill. Through comparing the language aspect of unit one with that in unit eleven, the reader can see this kind of endeavor by the text author. In unit one for example, the language focus is on direct question and indirect questions forms and how to pronounce weak and strong forms of /dje/ and /du:/ while unit eleven has its focus on conditional sentences which is more complicated in structure.
4 Meeting the General Criteria of Course Design
The third issue needs addressing here is: how far does the book meet the general standard of course design within its units? The overall structure within the units follows similar patterns and includes all the main elements mentioned above. The organization of the elements is coherent and thus facilitates language learning and teaching. Besides, the exercises and readings evolve around a fixed theme and grammatical structures. The comprehensive coverage of language points and theme- related materials and communicative skills well prepare business students for their future career in business. The basic approach to the language learning in the design of the exercises is communicative, task-based and learner-centered, although the core syllabus is structural which stresses the rules of grammar, vocabulary and sentence structure.
Each unit begins with a brief preview of the main sections, which practically serve as statement of objectives for the lesson. This helps to guide the teacher and learner towards these objectives through their lesson. "Key vocabulary" first gives information in a short reading passage on the unit topic in which important vocabulary related to the theme is printed in bold to assist the learner. In this way, learners are exposed to both the subject area and lexical items. The passages in the units are concise and pitched at the right language level and informative in business content. "Leadin" precedes "cross -culture comparison". Each unit is slightly different for the tasks in "lead- in". It usually has reading material covering the theme of the unit and the tasks require the use of the relevant vocabulary learned in the previous reading. The section aims to increase learners' interest in the topic and their knowledge in the areas of language and content. "Cross -cultural comparison" reflects the acknowledgement of different learners' personal experience and cultural background. Moreover, it provides good opportunities to practice their communicative skills in the exchange of opinions among learners. "Language focus", as stated in its teacher's book, "follows a grammatical syllabus chosen especially to suit the needs of pre-intermediate to intermediate students" (Robbins 2000:7). It presents in every unit grammatical points in topic related business contexts. The writer's assumption about language learning is obvious here: the mastery of basic grammatical rules is a prerequisite for further progress in business English learning. The tasks in this part often require the practice of grammar in the context of communicative activities. Information gap filling and discussion are the most common types in the units. This enables learners to practice and learn grammar by active interaction with content-based materials and interesting tasks. "Pronunciation practice" is matched to the theme with related vocabulary and sentences. This in effect recycles the key vocabulary. If this part used the short reading passage in the "key vocabulary section, it would be a better review and recycling of the content and language. What is worth recommending here is its use of inductive approach to presenting grammar? After the presentation of the grammar in the readings and tasks, students are asked to deduce grammar rules from the presentation. This encourages learners to be active thinkers and responsible for their learning, instead of being passive receivers of formulas and rules from the teachers. There are "grammar reference' on page 150 in the students' book. In "language practice' section, the learned structures are practiced in business content again. The guided practice tasks are followed by less controlled communicative and contentbased ones. The other sections are "writing", "reading", "listening". They are not always presented in exactly the same order and length. The wiring is progressed gradually according to learners' language level, starting from simple tasks in unit one of identifying and using correct articles to the wholesome task of writing curriculum vitae for a job in the final unit. Authentic material is given in "reading" and "listening" to prepare learners for tackling similar readings and listening in their career. They cover relevant content areas and language points, but a little above the level of pre-intermediate to intermediate learners. The writer's choice of authentic, relatively difficult material enables learners to develop effective strategies such as guessing and deducing from context, neglecting unimportant words, applying existing knowledge, etc. The "vocabulary" section usually takes a systematic look at the formation of words, collocation, synonyms, compounds nouns and adjectives. Again, it is quite suitable for learners at this language level.
"Business communication" and "final task" are designed to let learners apply their comprehensive language competence and knowledge of business acquired in the units to practical business tasks. The tasks are mostly in oral form, such as presenting information, interviewing. This offers opportunity for "recycling" of the skills and language points learned and test both teachers and students their achievement and performance.
A detailed look at some aspects in unit two is necessary to see the writer's attitudes and approaches towards language learning and teaching methodology.
Unit two "company", like the other units, develops around the business related topics as indicated by the title. It begins with a brief overview of the four main sections as a clear guidance to the content to be presented. Then "key vocabulary" presents a short passage, which is a simple definition of companies in general. The passage together with a taped version of the passage not only introduces the company theme of the unit, but also the key lexical items such as "buying", "selling", "marketing", information technology", "telecommunications". They will be used for the immediate tasks. As could be seen form the material, the writer uses simple vocabulary at this stage. The "lead-in" next stimulates the learners' interest in the topic and language itself with concrete tasks. The identification of the three famous companies in the photos leads to the activity of matching the correct company logo with its business activities. The task is easy but provides enough information and fun. The third part of "lead-in" demands group work to discuss answers to the questions concerning big companies like Coco- Cola and BMW. At this stage, learners' interest may well be aroused and through the interactions with classmates, they can use the vocabulary just learned in the short passage. What's more, their knowledge of the business can be tested. The companies introduced here are famous and influential businesses in the world which ensures the content is of value and interest to students.
The "language focus" in the book all introduces grammar suitable to this level of learners. This unit is about presenting simple and present continuous tenses. The advertisement is used as a context to practice reading comprehension, increase awareness of the correct structures and provide business information. The material is explored to the full by setting up both oral task and gap-filling tasks. After completing the tasks, learners are asked to answer questions related to grammatical rules in business situations. At page bottom, learners are clearly guided to the grammar reference page. This, as stated above, reflects the advocacy of autonomous learning. The language practice part first presents two pictures relating to two businesses: one is pharmaceutical company and the other is cable operator. Vocabulary is given at this point to assist learners to decide "what does each company do". Then they listen to a business analyst who gives information about the companies. They are to fill in the table using present simple and present continuous structures and vocabulary related to the unit. There listening and writing skills are integrated. The reading skill is practice in the next section. The text is an advertisement of Financial Times Group's business graduate trainee program. The authentic nature of the material is rather a challenge for learners of this level. But the tasks are graded from easy to difficult, from guided and controlled to less controlled and open-ended. The first set of questions is made easy by focusing on the comprehension of the main ideas. Then they are followed by questions testing the comprehension of chief points. The realistic approach to the material itself and to the tasks helps the learners to be close to real work situations and build up learners' confidence. The business communication part involves more integrated skills tasks. In task one, learners are asked to look at a chart of LVMH and answer the questions requiring the use of the grammar just covered. Then they check their work by listening to the tape. Task two proceeds naturally form the previous part, because learners are required to listen to the presentation from the text on LVMH and mark the stressed syllables. Part three forms a coherent part of the whole unit by looking at the company sectors of Edizione Holding and Sony. The exercises are made to resemble real life task by using information gap-filling in pairs. Learners have to look for missing information through using their English in reading, writing, speaking and listening. "Final task" sums up the learning and taps the language and skills learned in the unit and the previous one by asking learners to make presentation on one of the companies. Its checklist reviews both the language points and knowledge of companies.
5 Conclusion
First Insight into Business English is a desirable course book for pre-intermediate to intermediate business English learners. Its strength lies in its clear, logical and coherent organization of content; its comprehensive coverage of materials and skills. The book is also evident in its communicative approach to language learning and teaching. It stands out for its natural integration of structural syllabus with content and task-oriented pedagogies,its cross-cultural awareness, its real life authenticity of materials and step-by step supportive approaches to tasks in terms of degree of difficulty in language and content both inside units and throughout the course, its encouragement of active learning and appropriateness to the level and needs of the learners. The only suggestion for improvement here would be that the teachers' notes be more detailed to assist less experienced teachers to teach the course, and some video materials be provided to further enrich the classroom learning and consolidate the related business concepts.
References:
[1]Ellis, M and Johnson C.Teaching Business English, Oxford: Oxford University Press,1994.
[2]Hutchingson, T and Waters A . English for Specific Purposes, Cambridge: Press Syndicate of the University of Cambridge,1987.
[3]Reed B and Nolan S .‘ Survey review: two series of Business English materials, ELT Journal,1994,51(4):383-397.
3月17日―18日，在華菱星馬汽車集團2014年商務大會召開期間，該公司董事長劉漢如在談到公司的發展歷程時說：“華菱星馬品牌是在比較艱苦的環境中發展起來的，從上市到發展自主品牌，我們是步步為營，也步步驚心。雖然艱難，但我們沒有放棄，仍然堅持一條路，那就是專心致志發展商用汽車，這也是我們快速發展的原因。在近幾年，公司狠抓基礎管理，去年迎來恢復性的增長，整體市場實現了50%以上的平均增速，公司軟實力也獲得巨大提升。在產品質量方面，華菱公司獲得安徽省最高質量獎項――省政府質量獎；在產品出口方面，我們的市場也迎來恢復性增長，重點市場板塊得以鞏固，出口車型也不再單一，同時，我們的海外認證工作都在穩步推進并取得了不錯的成效，公司‘出口免驗’資格獲國家質檢總局批準，成為去年馬鞍山市唯一一家獲出口免驗的重卡企業。在產品技術方面，我們的星凱馬系列產品榮獲安徽省科學技術一等獎，體現了產品技術含量和質量水準。在新產品市場推廣方面，我們的漢馬動力、天然氣產品在全國遍地開花，得到廣大用戶的稱贊和認可。”
經歷了4年時間的市場錘煉和漢馬動力實現裝車以后，星凱馬的優越性正逐步顯露出來。
一匹駿馬橫空出世
華菱汽車從做車輛改裝起家，2002年開始組建重型車輛廠并于2004年正式投產，在進行第一代車型研發時曾有意與日本三菱公司合作搞技術引進，但就在雙方的合作基本成形之時，奔馳突然宣布收購三菱，致使華菱與三菱的合作項目被擱置，“就這樣，華菱歪打正著地走上了自主研發之路，現在，國內重卡市場上只有解放、陜汽和華菱仍在堅持自主發展，肩扛著民族重卡品牌的大旗。”
2008年底，華菱決定開發第二代重卡車型，當時中國的重卡市場上歐系重卡最受用戶歡迎，因此，華菱決定以歐系車標準作為研發目標。總設計師白云志參與了星凱馬車型開發的全部過程，他告訴記者：“星凱馬對標歐系車型，主要從標準方面靠攏，歐盟的標準是全世界最嚴格的，以這樣的標準定位該車型的開發，起點就很高。”
為了將星凱馬打造成一匹駿馬，華菱聘請意大利已有近百年的歷史的著名的設計公司――博通對該車型進行造型設計。
那段時間，劉漢如不止一次帶領公司研發團隊遠赴意大利，與博通公司的設計師一同商議星凱馬的造型并提出了具體要求：既要兼顧中國人的審美習慣，又要體現出歐洲重卡的粗獷、有力和現代元素。據白云志回憶，博通公司共提交了二三十張效果圖，“我們從其中先挑選出一種風格，再經過了幾輪篩選和修改之后得出了最終現在這個造型，滿足了華菱最初的要求。例如，它側面的弧線設計，體現的是圓滿的含義，使駕駛室具備了流線型的動感，又不失其婉約的一面。”為了使這款車型最大程度上貼近歐洲標準，華菱不僅把星凱馬的外觀設計工作全部交給了博通的設計師，而且相關的結構設計也交由其完成，也就是說，這款車的外觀設計和車輛的結構布置都是由博通做出來的。
首次亮相到正式上市
2008年11月，星凱馬在上海車展上亮相，驚艷全場。之后，華菱開始帶著這款車到全國各地巡展，最初從市場上反饋回來的評價是外觀大氣、用戶喜愛。2009年4月，星凱馬開始接受小批量訂單，但在星凱馬計劃正式上市之前，市場反饋了一些問題：車內的電動車窗無法操作、車輛內飾間隙太大，容易刮傷駕駛員手臂、上下車踏板打滑等諸多缺陷暴露出來。是抓住前期的這批訂單讓星凱馬如期上市？還是暫緩上市對產品進行整改？劉漢如選擇了后者。隨后，他親自帶領公司團隊到各地對用戶進行走訪，了解車輛在使用過程中存在的更多的問題。接著，華菱進行了多次質量整改討論會，在接下來5個月的時間里，華菱對星凱馬進行了全面的技術整改，2009年11月底，整改完成的星凱馬正式上市。
一直在營銷第一線的華菱營銷公司副總經理高琦回憶道：“星凱馬上市后最初先在安徽市場實現銷售，主要在蚌埠、阜陽市場比較火爆。這兩個城市都有幾家大型的運輸公司，每家公司都有五六百輛車的規模，每年就要更新七八十臺車，這兩市的運輸公司就成為了星凱馬的第一批用戶。如果說第一批車完全是靠關系去‘硬推’的話，那么接下來的銷售更多的則是靠用戶的感受和信賴，有些用戶的運輸里程達3000多公里，他們對車輛的可靠性要求很高，車輛不能在運輸途中發生拋錨等任何故障。還有很多用戶都是以車為家，他們對車輛的舒適性要求高，他們中不少都是夫妻一起養車，再請一個駕駛員開車，這部分用戶最看重車輛的空間和舒適性。”
據高琦介紹，星凱馬的臥鋪很寬敞，座椅也有氣囊減震功能，另外，車內空間大，有些家庭養車型的用戶做飯都在車上，車內的大空間完全迎合了他們的需求。“這款車最大的優勢還在它的節油性，據跑長途的用戶反映，星凱馬較以前用的其他車型每月可節約近5000元的油耗成本。廣東的用戶給星凱馬起了個名字叫‘無人駕駛’車，在2010年的時候，一名卡車駕駛員的工資在5000元左右，星凱馬每月省下來的油耗成本正好夠雇一名駕駛員的費用，這就是‘無人駕駛’含義的由來。”
目前，星凱馬在廣東市場具有非常高的知名度，僅深圳市場華菱品牌重卡的年銷量就達6000臺，其中星凱馬占到10%。另外，福建、上海、浙江、江西、湖南、安徽等省市也是華菱的強勢市場。2013年，華菱重卡的大本營安徽省共銷售華菱重卡1500臺以上，其中包括自卸、牽引和載貨車型，星凱馬在銷售中所占比例也越來越高。
整體優異的市場表現令華菱名副其實
細心的用戶可能已發現，從2013年開始，華菱在央視投放了廣告，廣告語很簡潔：中國高端重卡領導品牌。從一面世便直接劍指高端，星凱馬的實際表現如何呢？
既然是高端重卡，在配置上自有過人之處。星凱馬的車身結構，在國內首次采用了全鋼籠式骨架，大大增強了駕駛室的抗撞能力；底盤經過了全面升級，在質量和性能上毫不遜色于歐美重卡；前懸架是縱置半橢圓合金鋼片彈簧，帶液壓雙向可伸縮筒式具有雙向阻尼作用的減振器；后懸架采用新式分體式設計，左右兩個平衡軸總成相互獨立；上推力桿為V型，兩端和固定在車架上的V型推力桿支座相連接，這樣設計具有以下優點：降低了車輛滿載時的重心高度，增加了穩定性；板簧距的加寬使車輛的橫向穩定性更高；驅動橋跳動距離大大增加，當車輛遇到較高或較深的障礙時雙橋仍能平衡受載，不易出現一橋懸空零承載而另一橋限位過載的情況等。另外，具有良好橫向定位作用的V桿，使驅動橋的橫向竄動距離較傳統懸架大為減小，也提高了車輛的橫向穩定性；特殊設計的板簧壓塊、板簧和U形螺栓也使整車的可靠性大大提高；另外，星凱馬的轉向盤內裝有安全氣囊，具備可視倒車功能，還裝配了全天候電加熱后視鏡。
判斷一款車型的好壞僅僅看它的配置是不夠的，更重要的是看其實際應用中的表現。我們采訪了幾位用戶，管中窺豹，看看他們對星凱馬是如何評價的。
姜雪松是湖北棗陽市的第一個用戶，2012年他購入一輛星凱馬。由于之前沒用過華菱的產品，在選車時，他心里沒底，經過多方打聽，華菱重卡在棗陽擁有的良好口碑讓他決心選擇星凱馬。姜雪松用這款車跑廣東到云南的專線，一趟2500公里左右，當問及對星凱馬最滿意的地方時，姜雪松毫不猶豫地說是油耗，據他估算，星凱馬每跑1公里就會比其他款型車輛省0.2元，一個月至少往返廣東、云南3次約7500公里，一年下來，駕駛員的工資就省出來了。并且，星凱馬安全性非常好，很適合跑云貴川這樣的山路。
來自河南周口的孫家貴是華菱的忠實用戶，他已經先后購買了3輛星凱馬。孫家貴表示：“身邊很多人對我認準同一品牌同一車型集中購買的行為很不理解，但我告訴他們，就沖著這款車的安全性，它值得購買！”2011年7月13日，孫家貴駕駛著他的第一輛星凱馬在周口商水縣與另一輛卡車正面相撞，當時那輛卡車被撞翻在路旁，駕駛室基本報廢，駕駛員受傷，而星凱馬駕駛室僅僅擋風玻璃及前保險杠和側導流罩損壞，駕駛室沒有移位，內部基本無損，重要的是駕駛員也沒有受傷。后來孫家貴才知道，星凱馬駕駛室的鋼板比其他產品駕駛室厚20%。事故后，一家修理廠的資深技師在給他的星凱馬做簡單修復時連連贊嘆：“從來沒看見過鋼板這么厚的駕駛室。”就這樣，孫家貴認準了華菱品牌，又買了兩輛星凱馬。
天津運通貨運公司現有3輛星凱馬，專門用于運輸大件物品，比如風電設備，輕的60多噸，重的100噸以上。談到選擇星凱馬的初衷時，該公司車隊負責人表示，星凱馬動力強勁，非常適合運輸大件和在需要經常上山爬坡的用車工況下使用，雖然其他品牌也有大馬力的車型，但上山爬坡的時候表現最好的還是星凱馬。“在拉著大型設備爬山時，其他車都需要用裝載機拖拽，星凱馬卻可以直接開上去，這一點讓很多車老板看后都很滿意。”該負責人如是說。
節油、安全、動力強勁，這只是用戶選擇星凱馬的部分理由，整體優異的表現才是他們選擇這款車的根本原因，如此看來，星凱馬高端的定位名副其實。
漢馬動力助華菱騰飛
漢馬動力在上市前對外一直處于高度保密狀態，據說有部分華菱的員工都不知道公司在研發這款發動機。劉漢如親自擔任項目組組長，帶領研發團隊開始了長達5年的探索與嘗試。劉漢如說：“與星凱馬的定位相同，我們發動機的定位也是高端的。漢馬動力采用的零部件產品幾乎全部來自于德國，缸體、缸蓋是德國最好的配套商，蒂森克虜伯的曲軸、德國的連桿、博世的啟動機和共軌系統、霍利威爾渦輪增壓器，還配備了全世界最好的螺栓。”
據劉漢如介紹，漢馬動力經過了嚴格的高寒、高原、高溫測試，到過零下40℃的黑河，還到過溫度高達40℃的新疆火焰山、甘肅的敦煌，僅用于實驗用的油料成本就達5000萬元。“漢馬動力的水平可以媲美德國奔馳、曼最新一代的發動機。如缸內制動技術，不僅提升了安全性，而且每年還能為用戶創造6萬元左右的綜合價值。尤其在西南這樣坡多的地區，漢馬動力在國內率先使用的缸內制動技術大受歡迎。”劉漢如對漢馬動力的品質信心十足，且這種信心還體現在他對漢馬動力售后服務政策的制定上，漢馬動力開創了3年30萬公里的國內重卡發動機保修紀錄，且“半年之內一旦出現故障，如果不能立即修好，就換新的整機”。這種魄力是建立在產品品質過硬的基礎之上的。對于漢馬動力的超強性能，劉漢如舉了一個例子：在零下40℃的情況下，其他品牌的發動機需要用火烤才能啟動，而漢馬動力一點火就啟動了，冒著白煙，排放出去的都是水蒸氣。
As everyone knows that our world view originates in our culture. In every culture we can unavoidably see the shadow of religion. Religion， as Nanda observes， “deals with the nature of life and death， the creation of the universe， the origin of society and groups within the society， the relationship of individuals and groups to one another， and the relation of humankind to nature.” There are numerous kinds of religions in the world and here we just talk over the five major ones that have lasting traditions for centuries， influenced on and gained respect from millions of people. They are Christianity， Judaism， Islam， Hinduism， and Buddhism. In the following part， we will discuss some aspects of them.
2 Five Religious Concepts
Christianity：（from the Ancient Greek ■， Khristos， “Christ”， means “anointed one”） is a monotheistic religion based on the life and teaching of Jesus as presented in canonical gospels and other New Testament writings. Believers of the Christian are called Christians.
Judaism： is the “religion， philosophy， and way of life” of the Jewish people. Originating in the Hebrew Bible（also known as the Tanakh） and explored in later texts such as the Talmud， it is considered by Jews to be the expression of the covenantal relationship God developed with the Children of Israel.
Islam： it’s one of the major world religion founded by Muhammad in Arabia in the early 7th century AD. The Arabic word Islam means “submission”―submission to the will of the one God， called Allah in Arabic. It’s a strictly monotheistic religion， and its believers， called Muslims.
Hinduism： is the predominant religious tradition of South Asia. Hinduism is often referred to as Sanātana Dharma（a Sanskrit phrase meaning “the eternal law”） by its adherents.
Buddhism： a religion and philosophy encompassing a variety of traditions， beliefs and practices， largely based on teachings attributed to Siddhartha Gautama， commonly known as the Buddha （Pāli/Sanskrit “the awakened one”）.
3 Five Religious Clarifications and Its link with People’s Behavior
We should keep in mind three points before discussing the major religions of the world：（1）Everyone has his world view， even the person who does not believe in God. That is to say， religion is only a kind of world view；（2）It is difficult to draw a line between religion and a subtle manifestation of religion. Someone may call religion another might call philosophy.（3）Our goal is to illustrate some aspects of religious clarifications and its influences on people’s behavior.
Christianity： They believe in a God who is manifest in the Trinity of the Father， the Son， and the Holy Spirit.
Examples of the link between religion， perception， and behavior：
They believe strongly in organized worship to proclaiming God’s message--they have a keen of social activities， they may participate a lot of religious clubs and associations beyond their family unit.
They believe it is the God who created human beings and gave them the power to dominate the nature--they are future-dominated people and possess the spirit of exploration.
They believe “The central ethic Jesus taught was love”--they try to make charitable contributions by playing the “world police” role to improve the lives of other countries.
Judaism： They believe that God’s providence extends to all people， they also hold to the notion God entered into this special covenant with them so that they could carry God’s message by example.
Examples of the link between religion， perception， and behavior：
They believe they are God’s “chosen people”--they reserve their beliefs even go through sufferings such as Holocaust.
They believe learning is the power and obligation that given by God--As long ago as the first century， Jews had a system of compulsory education.
The Ten Commandments weigh a lot in their life--they can’t relieve the suffering when they betray the Ten Commandments but to obey and bear it.
Islam： They accept that Muhammad was the heir to the religious mantle passed down by the prophets of the Bible. Their god Allah spoke to human beings many times in toe past and concerned with establishing a new social order as well as delivering a religious message.
Examples of the link between religion， perception， and behavior：
The wisdom of the Koran claims that religion is the whole of life--they taught Islam to everyone from the time when he was born.
They believe they should submit to the will of Allah--they pray five times a day to show their submit.
They should show their devotion to Allah--Everyone should try his best to make a pilgrimage to Mecca in his lifetime.
Hinduism： The material world is not the only reality. There are other realities that reveal the true nature of life， the mind， and the spirit.
Examples of the link between religion， perception， and behavior：
They believe that the world is so fantastic that every creature is governed by a god --they treat animals such as monkeys and cattle kindly to show their respectful towards that god.
They believe that satisfaction in the material and physical world might gratify us， but finally they will “wear out”--they spend much of their lives to experience Nirvana in search of realms.
They believe in various paths can adapt to diverse needs--they have distinct spiritual paths such as jnanayoga， bhkti yoga， karma， and rajayoga.
Buddhism： They believe that life， for a host of reasons， is suffering.
Examples of the link between religion， perception， and behavior：
They believe there is a life after death--they do not kill animals.
They believe that life is dukka（suffering）--they try to seek the causes of their suffering while enduring them.
They believe the impermanent nature of all things both good and bad， which are always changing--they believe in karma.
4 Conclusion
From the above we can see that religion not only reflects our world view， but also influences our conduction. Therefore we should keep an open mind when concerning people’s perception and behavior.
【References】
[1]Cao Xianghong.（2010）. An Introduction to Intercultural Communication[M]. Beijing： Science Press.
Keywords: writing teaching; primary calligraphy education; traditional writing skill inheritance; new curriculum reform focus;
0 Introduction
In current world, globalization and informationization development lead to the violent collision of Chinese and foreign culture. Chinese characters are used as the essence of Chinese civilization for thousands of years, which is the only used hieroglyphics in the world. It is different from English phongraphy stroke, which is more concise, and the identification is also more convenient. Chinese characters are used as complicated hieroglyphs, and the writing mistakes will lead to text itself, influencing the written ideographic accuracy. So for a long time, the education circle is focusing more on writing education. But in the long-term exam-oriented education background, college entrance examination has become the students’ focus, but the writing aspect is ignored. For the lack of Chinese character writing education aspect, it gradually causes the focus of education circle and society. In recent years, schools begin to strengthen the writing education, and the nation begins to give high support, including CCTV and other media to hold national character writing competition, which has positive role in writing education promotion.
1. The Significance of Calligraphy Education
1.1 Calligraphy Writing
The Chinese character writing is a basic skill, and the calligraphy is formed at the beginning of Chinese writing. When the ancient people consider it from practical angle, they have not considered calligraphy as an art. Now, the actual function of calligraphy and writing gradually weakens, the calligraphy attribute begins to take art as the main part.
Writing contains calligraphy, which is generally divided into: writing and calligraphy. Writing is mainly for accurately conveying written expression and rapidly recording, and the aesthetics is secondary. The narrow calligraphy is mainly aesthetics and arts, taking written expression conveying as the secondary. This paper analyzes the calligraphy education, which refers to calligraphy in vast meaning. It also includes practical writing and artistic calligraphy. In the following article, the practicality and art are no longer distinguished, so the mentioned calligraphy is general calligraphy.
From education angle, the general calligraphy education includes artistic cultivation calligraphy professional education, but also includes practical writing education.
1.2 The Meaning of Primary School Students’ Learning Calligraphy
In fact, when conducting calligraphy education for primary school students, the two aspects in general calligraphy have their own unique important meaning, which needs educators’ careful consideration.
Practical Calligraphy Education. The unique pictography of Chinese character stroke should need long time practice to have neat writing. The pupils are in the key stage of cultivating and practicing neat writing.
Art Calligraphy Aspect. Chinese characters develop for thousands of years, and many calligraphers create many characters from aesthetics angle, and the artistic calligraphy meaning is in fact the mold of traditional culture and personal accomplishment and character precipitation. Ancient Wang Xian’s calligraphy writes as much as 18 cylinders of water, and he writes a good writing and he has perseverance and he keeps on carving quality.
2. New Curriculum Reform Overview
Entering new century, the education in the world is making great reform with the rapid development of era. Chinese traditional exam-oriented education has many disadvantages.
2.1 New Curriculum Reform Goal
Basic education is related with national future and national destiny. After the founding of new China, it implements seven basic education curriculum reform and obtains great achievement. It has an important role in the aspect of politics, economy, science and culture. But, the basic education status is still not ideal. The fixed exam-oriented knowledge education is the main problem, which has not obtained fundamental change, and completely cultivating and improving students’ quality effect is not ideal.
2.2 New Curriculum Reform Concept and Focus
2.2.1 New Curriculum Reform Concept
The core of new curriculum reform concept is to promote the overall development of students. Taking students’ comprehensive quality development is the key to new curriculum reform. Through concerning each student’s emotion, ideology, emotion and personality, it makes learning become the students’ life experience and it can help them to establish correct and personalized life view, world view and value views, making it become the high-quality talents with responsibility.
2.2.2 New Curriculum Reform Focus
1) Reform Curriculum Function. It changes from teaching function teaching knowledge to leading students to learn methods, learning to be and learning to survive.
2) Reform Course Structure. In the course configuration, it should implement teaching content according to students’ experience. It should combine learning and social practice, to teach students in accordance with their aptitude, making students’ learning interest rise and making students have lifelong benefit.
3) Conducting Innovation for Course Education Mode. It changes the previous teaching mode in teaching, encouraging students to actively participate, practice and cultivate students to collect information and analyze and solve problem, which advocates students and teachers to strengthen the communication and cultivate students’ teamwork spirit.
3. Primary School Calligraphy Education Status
At present, most primary schools promote the calligraphy education mode in China, and this also focuses on narrow art calligraphy education mode, especially the normal colleges, the art calligraphy education performance achievement is much more than the actual writing education achievement. The calligraphy education of the two aspects has some problems:
1)Arts Education Trend. The current art education belongs to calligraphy education mode. In fact, it is not only calligraphy, but also all kinds of talent education obtains the favor of primary school parents.
2)Writing Teaching Aspect. Most primary school teaching management has no evaluation standard and assessment for teachers’ writing teaching. The teachers will not input time into students’ professional writing education.
Also experts point out that the frequent use of computer leads to students’ writing level hard to improve. The source of the fact is that many young teachers have stepped into the primary school teaching position. The teachers in the Internet era depend too much on computer, so their writing skills are not enough.
4.Several Suggestions of Strengthening Calligraphy Teaching in Primary School Teaching
4.1 Mobilizing Interest to Promote the Students’ Active Learning.
The ancient people say that the people who have interest in learning is better. Because the age feature and recognition level of primary school students are determined, the interest is the important motivation of directly influencing children’s learning activity. In teaching process, educators should teach students according to their aptitude and create some effective teaching methods.
1)Using History Cultural Story. In Chinese history, there are many calligraphers’ stories. Primary school students can stimulate their interest for writing because of curiosity for stories, such as telling stories of ancient calligraphers practicing calligraphy, such as Wang Xian’s insisting and writing out many tanks of water, and finally obtaining the fame of calligrapher.
2)Stimulating children’s imagination space. Primary school students’ thinking is mainly for imagination thinking, which can make the abstract term image of calligraphy teaching specific and easy for students to grasp. Using the calligraphy pictographic association or some doggerel can make students easier to remember the writing essentials.
3)Using the multimedia means. Using projector and PPT courseware to show calligraphy name tablet to students can increase students’ perception to arouse their interest in learning calligraphy.
4.2 Education Department Should Deepen the Understanding of Calligraphy Education Importance.
The education department should fabricate the corresponding incentive mechanism and examination mechanism for writing teaching, truly making the work into the schedule. It should strengthen the writing teaching research and training strength, forming the writing teaching research atmosphere. It should also teachers’ writing skills, improving teachers’ writing basic quality and teaching guidance ability. Fabricating examination and incentive mechanism, teachers’ writing teaching is put into the teachers’ occupation responsibility evaluation.
5 Conclusion
Education, as the focus of sustainable development, not only makes the literal and science knowledge teaching as the only focus. In new course reform requirement, deepening the quality education and overall cultivating students’ quality are the focus of future education development. Literal and science knowledge, P.E health, practice ability, communication exchange and quality cultivation are also important. The writing is favored by ancient literal people. It is not only basic skill but also senior art, but also, in order to ensure the smooth written communication, all the people should write good Chinese characters, which is the lowest social demand. Practicing Chinese writing is the inheritance of traditional culture and important parts of accelerating Chinese culture. If computer is promoted with popularity, Chinese gradually go to pinyin trend, then for the people in different regions in China, it is not so easy to grasp.
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