冲浪企鹅

Cody是一只梦想成为伟大冲浪家的企鹅，他从小就以企鹅中的风云人物Bigz为心中的偶像，希望自己有一天也可以乘风破浪，成为英雄。所以他离开了阴暗的南极家乡去追寻自己的梦想，在探索和冒险的过程中，他遇见了各色人物，包括恃强凌弱者和“墙头草”，但他也找到了友谊和爱情，还遇见了一名神秘人物……     

《一个真实的故事》是个什么故事

一首歌曲因为一段故事而更加脍炙人口,一段故事因为一首歌曲而更加感人肺腑。一首动人的歌曲背后大抵都有一个感人的故事。也许你已经听说过,也许你已经忘记,但当你重温这首老歌,那一幕发生在寻常百姓中的真实故事,还是会唤起你久违了的感动。     

No child,no school,no state left behind: schooling in the age of accountability 1

Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained ‘constitutional mind‐sets’, i.e. diverse cultures of conceptualizing the relation between the public and its institutions.     

No name,no game: Challenges to use of collaborative digital textbooks

Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.     

Care practice #4: no routine interventions

This updated edition of Care Practice Paper #4 presents the evidence for risks of routinely intervening in normal physiologic labor and birth. The authors review evidence related to the routine use of restrictions on oral intake, intravenous lines, continuous electronic fetal monitoring, artificial rupture of membranes, pharmacologic augmentation of labor, epidural analgesia, and episiotomy. Medical indications for each intervention are listed. Women are encouraged to avoid routine interventions in labor unless interventions are medically indicated.     

Continuous improvement in schools: Understanding the practice

This article investigates conceptually and practically what it means for schools to engage in the practice of continuous improvement. The analysis draws upon prior research and discussion to predict core elements of the practice of continuous improvement in schools. The predictions are then applied to a case study of continuous improvement efforts in a Pakistani secondary school that was involved in a 10-year school–university school improvement partnership. The article concludes with a set of eight empirically based propositions about the practice of continuous improvement schools.     

试析《阿Q正传》电影改编的成败

《阿Q正传》的电影改编可以从编剧和导演两者来分析。编剧上，主要有情节的改编、人物和故事场景的设置、小说第一章“序”的改写三方面，前两者基本上成功，主要失误是没有添加一些必要情节，观众对阿Q缺乏认同感，后者则基本上失败了。导演上，画外音的运用多数没有起到应有的作用，影片风格的把握上不够准确，喜剧性过强，悲剧况味不足，其他一些导演处理也存在失误。     

A perplexed story

This piece of life‐story—or, to give it its grand title, auto‐ethnographic research—owes its initial impetus in becoming a written project to a photograph someone took of me in a London secondary school staffroom early on in my teaching career. The young man in the photograph peers out at me from my office wall. Sometime last year, he began to compel me to dig around in filing cabinets for the journals, occasional poems and other dusty relics of a teaching life; it seems he has helped me to recollect the social and historical experiences that have affected my development.     

一个真实的李泰伯

我爱着我做的每一件事,我做着我爱的每一件事。——李泰伯2010年高考,北京人大附中的李泰伯获得了北京市理科第一名的好成绩。他的总分为703分,其中,语文为138分,数学为146分,英语为140分,理综为279分。另外,他还有20分的竞赛加分。李泰伯在人大附中有很高的知名度。他是人大附中学生会主席,模拟联合国大会主席,第一实验班班长,两次     

A multiage-grouping success story

How children organize themselves in play reflects groupings found in society. Multiage grouping in schools reflects the same. Multiage grouping is grouping children of multiple ages, at least one year apart, for instruction. With renewed interest in this practice comes anxiety for teachers who contemplate such a change. Some questions teachers often ask include: How do I get started?, and How do I organize the day? This article is the success story of one teacher as she began her multiaged classroom. Perhaps her story can answer some questions and serve as a beginning model for others.     

无“微”不“质”——论微课在小学美术教学中的分析

“微课”是教育方法体系中的新组成部分,其在新课程理念下的课堂教学中有着很好的教学用途,能够在很大程度上提高课堂教学质量。笔者主要以小学美术学科教学为例,探讨教师如何在无“微”不“质”的新型教学主题下开展有效的微课教学。     

Learning to reflect: A story of empowerment

This paper presents and analyses a story of empowerment for tradespeople in training as technology studies teachers in secondary schools. In the past, changes in identity required by the transition from manual to mental labour had appeared to be so difficult that negativism and projection characterised these groups, throughout their teacher education program. An action research project, conducted in their Educational Psychology classes, sought to improve this situation, resulting in profound changes in their actions both at the training Institution and in their schools. Implications for providing appropriate conditions for reflection and empowerment in teacher education generally are discussed.