研究生媒体与研究生校园文化的融合

研究生媒体是研究生自己的媒体,应当积极为研究生校园文化建设搭建良好的平台。研究生校园文化包括三个方面的内容:一是研究生整体的校风、学风建设;二是研究生的思想、理想、人生观以及综合心理状态;三是研究生的学术、生活、娱乐等综合文化。研究生校园文化建设是一个长期、艰巨的任务,它离不开学校、教师和全体研究生的共同努力。研究生媒体在研究生校园文化建设中应当扮演以下两个重要角色:     

微时代背景下创新高校研究生校园文化建设工作的几点思考

目前,我国高校的研究生数量呈现出日益增长之势,研究生群体在高校校园文化建设中也发挥着越来越重要的作用。近年来,伴随着微博、微信等新型传播媒介的出现,中国社会已经逐渐进入了以短小精炼作为文化传播特征的微时代。作为高素质、高学历的研究生群体,在微时代背景下的校园文化建设面临着新的挑战。如何创新现阶段高校研究生校园文化建设,进一步提升高校研究生校园文化建设的水平,需要在实践中更多地探索和思考。     

立足实际,推进研究生校园文化建设

随着研究生招生规模的不断扩大,研究生群体在发展繁荣高校校园文化中的地位越发凸显重要性,提高研究生校园文化建设的主体地位迫在眉睫。本文结合研究生在校园文化建设中的主要特点,提出研究生校园文化建设的原则和研究生校园文化建设的实践策略,促进研究生校园文化的发展,提升研究生校园文化的层次,使其更好地为培养全面发展的创新型人才服务。     

研究生视角下的高校校园文化建设

本文以研究生视角为切入点,从物质文化、制度文化、精神文化三个层面对研究生群体校园文化的总体认识、现状评价、意见建议等方面开展调研分析,并提出了坚持以生为本,突出学生主体地位、兼顾三个层面文化建设、发扬文化传统和学科优势、建设与时俱进的校园文化等观点。     

论新形势下研究生教育培养与校园文化建设

本文分析了研究生教育的基本情况,以及研究生在校园文化建设中的作用.阐述了在校园文化建设方面,研究生较之本科生的优势,并积极将研究生在校园文化建设中的优势作用继续发挥下去.     

研究生校园文化现状调查与分析

随着高等教育改革的深入,研究生的教育培养问题已成为研究型、综合型高校研究的重要内容,为了了解当前研究生校园文化的现状及为高校决策者提供确实的参考,采用了问卷调查的方式对在校研究生(包括博士研究生)进行了调查.内容包括了校园文化的总体现状、学术文化活动、社会实践活动、文体活动、日常生活等以及研究生社团发展等问题,对调查结果进行了分析并提出了相应的应对措施.     

需求层次理论在研究生校园文化活动开展中的应用——以行业软件培训活动为例

校园文化活动是校园文化建设的重要组成部分,高质量的研究生校园文化活动是提升研究生综合素质,开展研究生思想政治教育工作的重要载体,也是提高研究生人才培养质量的重要途径。本文阐述了研究生校园文化活动的重要性,分析了研究生校园文化活动的现状和特点,并结合实例探讨了需求层次理论在研究生中校园文化活动开展中的应用。     

浅析研究生校园文化活动及其管理

研究生校园文化活动是高校校园文化建设的核心内容之一.本文首先阐释了研究生校园文化活动的内涵,其次分析了当前研究生校园文化活动的现状,最后提出了研究生校园文化活动的管理策略.     

借鉴企业文化推进高校校园文化建设探究

分析企业文化与高校校园文化的异同点，从文化挖掘、文化培育、文化提升、文化传播的企业文化建设的一般方法对高校校园文化建设进行梳理，并参照企业文化发展规划的内容和步骤，提出高校校园文化建设的内容和步骤，从而促进高校校园文化建设。     

借鉴企业文化推进高校校园文化建设探究

分析企业文化与高校校园文化的异同点,从文化挖掘、文化培育、文化提升、文化传播的企业文化建设的一般方法对高校校园文化建设进行梳理,并参照企业文化发展规划的内容和步骤,提出高校校园文化建设的内容和步骤,从而促进高校校园文化建设。     

The effects of globalization phenomena on educational concepts

It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality.     

Chinese feminist epistemology： Studies of Chinese mothers＇ experiences in immigration and education

This paper examines theoretical frameworks with which to study newly-immigrated mothers from China and calls for the need to make Chinese mothers become knowers and agents of knowledge. Although there are black and Chicana feminist epistemologies, currently there is no comparable discourse in the study of Chinese feminist epistemology, particularly on newly-immigrated Chinese mothers in the USA. By examining Chinese mothers＇ experiences immigrating to the United States and educating their children in the transnational context, the paper agrees that both endarkened feminist epistemology and transnational feminism cannot fully interpret and address newly-immigrated Chinese mothers＇ experiences. Drawing the research data directly from Chinese mothers, the paper describes different challenges Chinese mothers faced in immigrating and their children＇s education due to various factors, such as language, historical and cultural roots, to highlight Chinese mothers＇ various experiences in immigration and their children＇s education in the transnational context.     

《成吉思汗评传》评介

当传统文化、民族文化的价值被多元、深入地重新发掘与体认之际,成吉思汗及其所代表的蒙古民族再度成为一个新的社会文化热点。20世纪七、八十年代以来,有关成吉思汗的专著开始不断涌现。大陆、台湾等各地出版社相继出版了多种成吉思汗传记作品。从事不同学术领域研究、不同国籍的学者站在各自不同的角度,密切关注着成吉思汗及蒙元文化的特性,相关文学或学术专著层出不穷。目前,这一研究领域有影响力的专著已达数十种之多,马冀先生的《成吉思汗评传》（内蒙古人民出版社,2005年10月）即是其中之一。     

On the Importance of Cultural Input in English Teaching

English as a foreign language has been a subject in middle school of China for years. Teachers and educators generation by generation have been trying to find an optimal method of teaching foreign language to help students master it better. After unceasing exploring, traditional teaching pattern has been im- proved and new teaching approaches appear such as Task-based language teaching and com- municative language teaching. However, what- ever teaching methods English teachers use in the class, they should not ignore the cultural input in English teaching. The successful and efficient English teaching should transform the single language teaching into the combination of language teaching and cultural teaching. The thesis is concerned with the significance of culture in English teaching. More specifically, some consideration will be given to the reasons and ways of teaching culture.     

Puppets in science lessons Experiences and stories from Norwegian teachers who are using puppets

Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science.     

Promoting accountability and enhancing efficiency： Using national education accounts to track expenditure flows

Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies.     

Values—— A study of teacher and student perceptions in four countries

The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional （Singh, 1975） and other five were identified as dysfunctional （Parek, 1988） in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers＇ preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers＇ value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect （Boli, 2005） on human values.     

Developing schools as professional learning communities： The TL21 experience

Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process.     

The use of music to teach life skills to students with emotional disabilities in the classroom

This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement.     

Measuring success： Evaluating educational programs

This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The ＂index of success model＂ is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are： （1） the relevance index, referring to an evaluation of predefined objectives; （2） the efficiency index, referring to the fiscal efficiency of the program; （3） the effectiveness index evaluating the attainment of the program＇s objectives; （4） the impact index gauging the effect on the consumers, for whom the program is undertaken; and （5） the final parameter is the program＇s sustainability index. Since Israel＇s education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff.