In Praise of Art Schools

Art schools in France have undergone a profound transformation. From being once considered havens of Bohemia with teaching based firmly on the rapport established between master and pupil in the studio, they have become multi-disciplinary with studio practice established in and augmented by art theory as taught by historians, critics, and philosophers. This pedagogical approach is without doubt a challenging and positive way of encouraging students to pursue their artistic ambitions in an atmosphere of personal experimentation that Universities often deprecate. At this time a School of Art is by definition in an unstable state of equilibrium since it must at the same time restrain itself and maintain a margin of discretion whilst opening its doors to outside influences. In a time therefore of mutation and crisis the training of individuals and encouraging originality is professionally suitable and socially essential, as without the awareness and contemplation of that which gives each one of us our unique particularity, nothing of value can be undertaken. How could it be otherwise when, against the prevailing trends in our media-dominated systems, we know that art is a major form of thought, as powerful and productive as science and philosophy.     

In Defence of Comprehensive Schools

In the first part of this article the question of the language of instruction is seen in relation to questions of poverty, power and partnership. In the second part the fate of the African languages in some selected countries is given a closer look. Two distinct trends are noted, one strengthening the dominant languages which, in the context of Africa, means the former colonial languages and one focusing on a growing concern for a preservation and revival of African languages as languages of instruction in at least the primary schools in Africa. The battle between these two trends is discussed. The article builds partly on discussions the author has had with policy-makers in African countries.     

试谈高中汉语学科模块教学应注意把握的几个问题

针对民族高中汉语学科模块教学中存在的运行状态不平衡的问题,提出应注意把握模块教学的基本含义、模块教学的基本组织形式和设计步骤、设计原则、教师作业以及模块教学与传统教学模式的区别,抓住重点与适度拓展结合、课程资源利用等问题。     

中小学英语课堂教学综论

自从17世纪初捷克教育家夸美纽斯倡导按学生程度编班，设立年级制度以来，课堂教学对教育事业的发展起了很大的推动作用，功不可没。课堂教学本身也随着外部环境的变化发生了巨大的变革。社会的进步，科技的发展，对英语学习和英语课堂教学产生了强烈的影响，使教学思想和教学目的发生了根本的改变，提出更高的要求。在此形势下，英语课堂教学的改革必须加快步伐，探讨规律，提高教学质量。本文拟就中小学为什么开设英语课程、为什么进行课堂教学（Why)，中小学英语课堂教学教什么（What)和中小学英语课堂教学怎样教（How)等问题展开讨论。     

让网络进入西部地区的中小学校

我国幅员辽阔,由于自然、历史、社会等诸多因素的影响,造成我国东、西部地区教育水平的不平衡。作为21世纪的中国,如何解决东西部这种文化上的不平衡成了我国发展的重要议题。笔者认为,计算机网络技术的迅猛发展为实现西部教育的"飞跃"提供了良好的契机。本文在分析东西部中小学校差异的基础上,阐述了网络教育在西部地区基础教育中的作用,简要分析了网络教育在西部中小学实施的可行性。     

中学地理素养教育探究

21世纪以来,全球性人口、资源、环境等问题日渐突出,地理学在解决这些问题上又显现出很大优势,这就迫切需要提高公民的地理素养。目前,中学地理素养教育已把培养具有地理素养的人作为基本价值取向。     

Teacher Child Contacts In Nursery Schools

The theoretical basis for the Analysis of Means Technique is discussed. In addition, a simplified working procedure is outlined, step-by-step for an actual problem. The data for the problem are analyzed by the analysis of means techniques, which compares differences between means instead of population variances estimates. The data are also analyzed by the analysis of variance technique. The conclusions reached by both techniques are the same. The graphical representation of the ANOM is helpful in understanding data. The ANOM technique is usually used in conjunction with the analysis of variance, either as an initial analysis of data or to augment the analysis of variance.     

英国村庄波特米洛恩——这里不走寻常路

Built in the 1920s on the sandy 1)estuary of northern Wales,beneath Snowdonia's注1 majestic peaks,Portmeirion's注2 buildings have many different styles.They are pink and red,green and 2)ochre.Each 3)roofline differs from the next.     

增强学校德育实效性的四个环节

学校是社会道德建设的首善之区,学校是对青少年进行系统道德教育的主渠道,增强学校德育的实效性,要在目标与管理上重新定位,要从内容与方法上不断创新.     

谈学校教学质量管理体系文件的编制

在学校推行ISO9000，编制质量管理体系文件是关键，本文对质量管理体系文件的作用、结构和原则对学校教学质量管理体系文件的编制进行了探讨。     

谈小学低年级的数学教学改革

为培养高素质人才，义务教育阶段的数学教育必须进行彻底改革。为此，教育工作不仅应该重新审视数学教育的价值和目的，还应该重新认识我们的学生，研究学生数学学习的方式和过程。全面改善学生的数学学习状况，逐步形成一个新的教学模式，使课堂教学形成学生主动探索、自主学习、体验数学的再发现的过程，在学习中体会数学的价值，增进理解和应用数学的信心。使数学成为“思考的”、“有趣的”、“现实的”和“学生不断获得成功”的课程。     

试论英国自由观的起源

英国人眼中的自由最早指的就是中世纪的封建贵族和市民所享有的特权,而英国人的自由观正是在这些贵族和市民为争取他们的权利而进行的一系列斗争中形成发展起来,并对近代欧洲自由主义的兴起产生了深刻的影响。