抓住时机 迎接挑战──关于对农业广播电视教育改革与发展的思考

抓住时机　迎接挑战──关于对农业广播电视教育改革与发展的思考乐强机遇国家经济体制的改革，给农业广播电视教育带来了前所未有的希望，带来了一系列的困难，带来了机遇，也带来了挑战，如果能抓住机遇，深化改革，面向市场，敢于竞争，把农业广播电视教育办活，无疑将...     

社会转型期中小学生的心理特点及成因分析

改革开放带来了社会全面变革，改变了人们的价值观念和思维方式，也影响了人们的价值取向和人生观。以经济建设为中心的现代化建设给人们带来经济实惠和富裕生活，带来生活观念、生活态度和生活方式的改变，带来生活节奏的变化，同时也带来社会心态和个体心态的变化。     

这里也有绿色——语文教学中的“环保教育”

科技的迅猛发展，带来了明，带来了进步，可也带来了白色污染，带来了工业“三废”。人们渐渐发觉，天不再那么蓝了，水也不再那么清了，树不如以前绿了，花也不如从前那么娇艳了。于是，地球上的万物大声疾呼：“保护环境，美化家园!”就这样，“环保”一词已不再陌生。“环保”深人人心，深入到     

新课程 新变化

新课程已走进初中校园，走进师生生活，走进学生的家庭。新课程给教学带来了新的活力，给教师带来了新的机遇，给学生带来了创新的学习氛围。     

课改中教师应培养的几种能力

新课程改革给学校教育带来了前所未有的冲击，给许多教师带来了前所未有的困顿，也给教师带来了众多的机遇，同时也带来了更多的压力和挑战。我校地处偏僻，学校规模较小，走进新课程，教师是关键，课堂是阵地。教师素质是一个重要方面，是教师开展教育教学工作的重要条件，面对新课程，教师应逐步形成以下几种能力。     

新课程小学数学课堂教学现状分析

新课程的实施，给广大教师带来了挑战，也带来了机遇建逮过课改，我们看到了新课程改革带来的新变化，也深深地体会到了农村学校在实施新课程中遇到的新难题。     

坚持不懈 求实创新──兼论市场经济对高校的负面影响与探索正面激励机制

坚持不懈求实创新──兼论市场经济对高校的负面影响与探索正面激励机制汤重天广西工学院社会主义市场经济体制的建立，给我们带来了经济上的腾飞和观念上的更新，带来了竞争机制和商品意识。自然，也给高等学校的改革与发展，带来了活力和动力。但同时，亦给高校带来关于...     

教育需要软着陆

一个热心的孩子带来了一个大鱼缸放在生物角，随即有几个学生积极响应，带来了大大小小的金鱼十几尾。小金鱼逍遥自在地吐泡、漫步，给班级带来了无限的乐趣。     

构建新型有效的课堂教学策略

新一轮课程改革已如火如荼地展开，它全新的教育观念给我们的教学带来了机遇，带来了活力，也带来了挑战。课程改革的主战场在课堂，对如何构建新型有效的课堂教学，我来简述几点设想。     

加入WTO对我国乡镇企业的影响及对策

加入WTO，使我国乡镇企业进入了一个新的发展阶段。但是，它又是一把双刃剑，在带来机遇的同时，也带来冲击和挑战。本文分析了我国加入世界贸易组织对乡镇企业带来的影响，并提出了应对措施和建议。     

加强先进文化建设 确保新疆意识形态安全

加强先进文化建设,确保新疆意识形态安全的意义重大,它有利于应对构建和谐社会进程中意识形态面临的严峻挑战,有利于应对新形势下公民政治认同缺失带来的严峻挑战,有利于应对“三股势力”渗透分裂新疆的严峻挑战,也有利于应对网络时代信息技术发展带来的严峻挑战。     

Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads

This paper reveals the beliefs of higher education institutional heads about the challenges they face in preparing pre-service teachers for inclusive education in Bangladesh. Semi-structured interviews were conducted with 22 institutional heads. Data were analysed by applying thematic analysis procedure. Challenges were found in four theme areas: attitudinal beliefs, academic challenges, challenges in practicum and challenges for beginning teachers. Lack of appropriate information in the teacher preparation curriculum, untrained teacher educators, limited resources, inappropriate teaching-learning approaches, insufficient practicum experiences, and large class sizes were some of the major challenges identified. Participants also identified some useful strategies to address the challenges which ranged from curriculum reform, emphasizing practicum more than theories, human resource development empowering institutional heads to implement inclusion and resource support. Implications of the findings for university educators are discussed.     

Challenges of Virtual School Leadership

The purpose of this case study was to examine challenges faced by virtual school leaders in the United States. Through semistructured interviews, the researchers explored challenges faced by eighteen leaders of fully online or blended online programs. Analysis revealed six main challenges: funding, staff, accountability, time, parents, and professional development. The researchers found virtual school leaders face many of the same categorical challenges as leaders in brick-and-mortar schools. The nuances of the challenges, however, are distinct. The researchers concluded that the field of educational leadership must respond to the needs of these leaders through preservice training, in-service professional development, policy reform, and additional research.     

Challenges of Chinese and European Universities in the Modernization and Global Context

Higher education systems need to increasingly transform in order to face new challenges of society in a modern and global context. Both Europe and China are facing challenges in restructuring their higher education systems and embracing the potential for higher education to deliver innovative teaching and learning as well as social and economic services for a changing society. This paper analyses the challenges to European and Chinese universities today and elaborates on the implications of these challenges for EU-China higher education collaboration. An analysis of challenges and relevant strategies in these two contexts can offer us insights into the strengths and weaknesses of each system. This can act as a solid basis for future collaborations or as potential barriers. Thus, this paper endeavors to fill in the gap regarding EU-China higher education cooperation by reducing the knowledge deficit and bringing mutual understanding, respect, trust, and ultimately benefit to both sides.     

经济特区建设对喀什民族基础教育的机遇与挑战

喀什经济特区的设立对喀什民族基础教育带来了空前的发展机遇,同时也带来了很大的挑战。本文从这一点出发,分析喀什民族基础教育面临的机遇和挑战,提出应对这些机遇和挑战的对策。     

Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design

Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering 4 generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them.     

网络时代院校思想政治工作的挑战与对策

主要分析在网络时代院校思想政治工作所面临的挑战，如对思想政治工作者提出的挑战、对思想政治对象提出的挑战、对思想政治工作内容提出的挑战、对思想政治工作方法提出的挑战等．针对这些挑战，根据网络时代院校思想政治工作的特点提出了相应的对策．     

经济一体化对税收的挑战及我国的对策

经济一体化使税收面临各种挑战,包括对主权国家税收主权的挑战,对各国税收环境的挑战,对各国税制及税负的挑战,对各国税种设置及税收征管的挑战.为此我国应采取相应的对策.     

The Reliability of Students' Ratings of Faculty Teaching Effectiveness

Interdisciplinary teaching requires substantial effort to integrate the disciplines, especially when a wide interdisciplinary gap exists, such as when a course bridges the sciences and humanities. Creating successful science/humanities courses requires more than good intentions; it demands awareness of the challenges that faculty encounter in such courses, along with specific strategies to meet these challenges. We compile findings from theories, case studies, and instructional guides in the interdisciplinary literature, along with faculty interviews and our own teaching experience, to present seven main challenges and suggested strategies for each.     

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work

Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications.