情绪工作研究现状与展望

在服务型经济时代如何对情绪和情绪工作进行良好的管理,最终实现个体和组织的共同和谐发展已得到社会和企业界的高度关注。本文对情绪工作的概念、特征、策略、结构维度、前因变量、后果变量和机制做以简要介绍,并通过分析已有研究的不足,对今后的研究进行了展望。     

回顾与展望：国内傣族教育研究综述

从研究情况来看,近年来关于傣族教育的研究得到了快速的发展,取得了丰硕的研究成果,但也存在一定的缺憾和不足。对傣族教育研究取得的进展和重要成果进行了综合整理和分析,并展望了未来研究的方向。     

University Counseling Centers at the Twenty‐First Century: Looking Forward,Looking Back

The author examines the historical foundations of the university counseling movement, including the origins of professional affiliation, training, and education. The article also reviews existing literature that attempts to determine changes the university counseling profession must address to remain viable on the dynamic, pluralistic, 21st‐century campus.     

Taking Stock

Late in 1965, the Inner London Education Authority decided to set up its own television service for the schools and colleges in its area. Some questioned the justification for this in a situation where national broadcasts for schools were already available on two channels and for further education on three. Now that the ILEA service has been operational for one and a half years, it is possible to make a preliminary attempt to assess to what extent original plans and expectations are being realised, and how far initial thinking has been modified in the light of experience.     

世纪的回顾与展望：中国教育的发展前景和任务

我们已经跨入了 21世纪。对于我们这些在 20世纪生活了大半辈子的人来说，不禁浮想联翩。 20世纪是在世界风云变幻中走过来的。两次世界大战给人类带来了无穷的苦难，但正义总是会战胜邪恶，侵略者均以失败告终，人民赢得了胜利。我们期望着 21世纪能够持续和平，全人类都能过上幸福的生活。 　　20世纪是创新的世纪，科学技术有了迅猛的发展，它推动了生产力的提高，为人类创造了丰富的物质财富，并把人类带入了信息化的新时代。但是，科学技术的发展又给人类带来了许多灾难，像科学技术制造了许多战争的武器，工业化带来的资源浪费、环境…     

我国高等教育大众化进程的现状分析及前景展望

自1999年实行高校大扩招政策以来,我国高等教育发展迅猛,大众化进程迅速加快,由此也引发了社会各界的持续关注和广泛议论。本文首先从我国高等教育发展的基本事实出发,从高等教育发展速度、动力机制和实现方式三个维度对我国高等教育大众化进程的总体现状进行分析;在此基础上,本文结合当前我国高等教育发展过程中存在的若干关键问题的分析,对今后一段时期内我国高等教育发展前景进行展望。     

Perspectives on the Contribution of Social Science to Adapted Physical Activity: Looking Forward,Looking Back

ABSTRACT

In this article, we reflect on the contributions of the social sciences to the field of adapted physical activity by examining the theories and methods that have been adopted from the social science disciplines. To broaden our perspective on adapted physical activity and provide new avenues for theoretical and empirical exploration, we discuss and evaluate broad ideas/tensions arising from the social science literature—the individual versus social/ecological, and social science of adapted physical activity versus social science in adapted physical activity. We intentionally focus discussion on the application of specific lines of inquiry in the social sciences that have not yet emerged (or have done so only in limited applications) in the field of adapted physical activity. Such untapped areas of scholarship in the social sciences can lead to broader understanding, innovations, and new lines of inquiry when applied to an adapted physical activity context.     

Taking Stock of Three Years of Expanded Enrollment in Higher Education

The teaching objectives are: to carry on the education of the students' ideological character; to instill in them the beginnings of a proper moral view and of revolutionary ideals and feelings; to form good moral character and habits.     

我国远程网络教育存在的问题与展望

随着计算机技术和现代教育理论的发展,我国远程网络教育被提上日程,并逐步发展。我国远程网络教育发展起步较晚,但却对中国教育事业的发展具有深远而巨大的意义。目前,我国远程网络教育在发展过程中存在不少问题与不足,本文首先归纳分析了我国远程网络教育的发展现状,进而提出其中存在的问题与不足,在此基础上试图对我国远程网络教育的发展前景进行科学预期与展望。     

奥林匹克运动前瞻

奥林匹克运动会面临商业化的挑战，面临运动员职业化，兴奋剂和超大规模的挑战，现代奥林匹克运动将进入一个相对平稳的发展阶段，化色彩更加丰富，组织更加合理，将在人类社会的发展中发挥更加重要的作用。     

康定师专招生工作的回顾与展望

本文回顾了康定师专招生工作20年来的成就,总结了20年来的经验,并以此为基础,对“十一五”期间的发展目标及发展速度进行了分析。     

从国际化学教育会议看高等化学教育发展趋势

本文以详实的资料介绍了近10年来国际化学教育会议的情况,同时针对我国化学教育的现状,对当今化学教育发展的特点,提出了颇有意义的见解。     

Looking Forward: Announcements and Growth of the Journal

Journal of Science Education and Technology -     

Looking Backward,Moving Forward: Understanding my Narrative as a Teacher Educator

This paper examines the transition that classroom teachers experience moving into the academy as teacher educators, considering the change in professional identity and the subsequent alignment of situational and substantial selves. We outline the findings of a qualitative case study that utilised self-study and teacher narrative to explore the road travelled by a group of new teacher educators in a regional university in rural Australia. To frame our work we drew from theories related to teacher professional identity and career transition. The research explored patterns of experience between ourselves and the other participants that helped to explain the transition process for new teacher educators and allowed us to see our own experiences in new ways. The significance of the study resides in the fact that new teacher educators, as a group, have not been thoroughly researched and consequently are not well understood. The academic role is complex and the road from classroom teacher to teacher educator can be described as rocky. We conclude that it is important to recognise both the context and process of the transition in order to retain teacher educators in higher education.