校园网上的数据安全

采用以广播为技术基础的以太网,任何两个节点之间的通信数据包,不仅为这两个节点的网卡所接收,也同时为处在同一以太网上的任何一个节点的网卡所截取。因此,黑客只要接入以太网上的任一节点进行侦听,就可以捕获发生在这个以太网上的所有数据包,对其进行解包分析,从而窃取关键信息,这就是以太网所固有的安全隐患。对此,可以采用网络分段、交换式集线器代替共享集线器和VLAN的划分措施来实现其数据传输的安全。     

Managing the primary curriculum: policy into practice in England

This paper reports on research into how effective non‐statutory guidance has been in managing the primary science curriculum in England. A small‐scale qualitative study was used to elicit the views of teachers, local education authority advisors, an Ofsted inspector and a policy‐maker. The findings indicate that the guidance is influencing the management of primary science teaching at both national and local level. The use of this guidance has been supported nationally and individual schools have found it supportive. The effect of this policy on pupil learning has still to be investigated by further classroom observational studies. It is also hypothesised that the long‐term effect of this guidance could be stagnation and a lack of creativity and this needs further study. Has this guidance reached the end of its useful life? Does it need replacing or are primary science teachers now in a position of not needing such support?     

Scaling up sexuality education in Senegal: integrating family life education into the national curriculum

In Senegal, school-based sexuality education has evolved over 20 years from family life education (FLE) pilot projects into cross-curricular subjects located within the national curriculum of primary and secondary schools. We conducted a literature review and semi-structured interviews to gather information regarding the scale and nature of FLE scale-up. Data were analysed using the ExpandNet/WHO framework, conceptualising scale-up from a systems perspective as composed of interrelated elements and strategic choices. Key enabling factors that facilitated the scale-up of FLE included (1) programme clarity, relevance and credibility; (2) programme adaptability to young people’s evolving sexual and reproductive health priorities; (3) the engagement of a strong and credible resource team comprising government and civil society agencies; (4) a favourable policy environment; and (5) deliberate strategic choices for horizontal and vertical scale-up. Barriers included sociocultural conservatism that creates resistance to content areas deemed to be culturally sensitive, resulting in partial scale-up in terms of content and coverage, as well as structural barriers that make it difficult to find space in the curriculum to deliver the full programme. Lessons learned from Senegal’s experience can strengthen efforts to scale-up school-based sexuality education programmes in other culturally conservative low- and middle-income countries.     

Connecting with place: implications of integrating cultural values into the school curriculum in Alaska

Many authors primarily from industrialised nations discuss human relationships with the natural environment in the context of global environmental issues, and highlight the close relationships that ‘traditional’ societies have with nature. There is a growing trend among indigenous people in North America to restore such a connection with the land through place‐based education. This article reports on progress on such a programme at Russian Mission School in rural Alaska in the period 2002–2007 and its implications for sustainability. The programme actively seeks to integrate the community’s cultural values and activities into their curriculum. This has resulted in raising pupils’ academic skills and confidence, and seems to be bridging a gap of distrust between the school and community. An ethnographical approach was adopted with a mixed research design based primarily on participant observation, supported by semi‐structured interviews, written surveys, and conversations with stakeholders, student writings and secondary sources. The initial fieldwork in 2002 was followed up five years later.     

Formative assessment: translating high-level curriculum principles into classroom practice

The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners.     

In practice: Enriching the student learning experience through community service learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at James Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.     

Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change

This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made.     

基于高校学生会校园活动开展的几点思考

高校学生会开展校园活动存在策划不够周全、不能妥善处置突发事件、后期总结不够等问题。文章就其对策与优化方面得出自己的思考。     

In practice: Coaching students to academic success and engagement on campus

The University of South Carolina improves struggling students' academic success and engagement on campus using a coaching framework of self‐assessment, reflection, and goal setting.     

A theoretical framework for integrating creativity development into curriculum: the case of a Korean engineering school

Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students’ creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was to formulate a theoretical framework for a curriculum that fosters creativity. Based on the analysis of documents from accreditation organizations and engineering programs, the researchers synthesized the essential abilities and knowledge of creative engineers and formulated an initial theoretical framework for an engineering curriculum designed to integrate creativity development. To validate this initial framework, in-depth faculty interviews were conducted. The results pointed to an optimal curriculum containing four course groups centered on design, domain knowledge, interdisciplinary knowledge, and creative leadership. In addition, the findings revealed an optimal structure and sequence for the courses by grade level. The discussion includes implications of the resulting framework, along with contextual and institutional issues and recommendations for future study.     

The national curriculum vs. the ideal curriculum: acknowledging student learning interests

For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students.     

Weaving curriculum webs: Planning,guiding, and recording curriculum activities in the day care classroom

One Monday morning, Sandra walked into her day care classroom with a heavy box filled with rocks. She announced with pleasure to her four- and five-year-old classmates that she had begun a rock collection. Other children quickly came over and began making comments about the colors and sizes of the rocks and about rocks they had found themselves.Diane E. Levin is Associate Professor of Education at Wheelock College in Boston, MA.     

略论校园网络的安全策略与维护

校园网络规划时的安全策略,并从硬件及软件两方面给出校园网络安全管理及维护的具体措施和方法。     

Changing curriculum policy into practice: the case of physical education in Hong Kong

This article examines the differences between the formally stated aims of education and the implementation of the school curriculum in order to show the divergence between what is initiated and what emerges as school practice. This implementation problem is examined from the policy-makers' and teachers' perspectives, with specific reference to physical education as a school subject in Hong Kong. First, it examines the existence and intention of educational policy towards curriculum as established by policy-makers. Second, the implementation process is evaluated from the teachers' perspective by employing a framework adopted by Cuban (1998) that utilized effectiveness, popularity, fidelity, adaptability and longevity. The data are derived from a case-study of a physical education programme that included document analysis, and interviews with teachers, parents and students. The case-study provided a subjective perspective of teachers and their work, while the framework assisted in demonstrating the absence of cohesion between the various government agencies. The resulting fragmentation of ideas leading to confusion and frustration for teachers also indicates that longevity and adaptability are likely to be the most constructive criteria for the assessment of curriculum change.     

Translating policies into practice: the role of middle-level administrators in language curriculum implementation

This study explores middle-level administrators' perceptions of the implementation of English as a foreign language curriculum policies in the Chinese tertiary context. Drawing on data collected from interviews with the department heads of six universities in a north-western city in China, the article examines their perspectives on the national language policies and their roles in ensuring the implementation of these policies. The findings revealed a discrepancy between policy-makers' intentions and administrators' implementation. Policy-makers designed general, open-ended and abstract policies to offer local universities some flexibility and autonomy in their delivery. However, administrators as intermediary individuals interpreted the open-endedness of the curriculum policies in a different way than the policy-makers had intended. Instead of using the built-in flexibility to tailor methods of helping students to gain proficiency, they placed their emphasis on only one outcome – students' good scores on the national English test. The findings of this study point to the critical role that the department heads as middle-level administrators must play in translating policies into practice, as well as underscoring the need for them to provide the necessary motivation and resources for the implementation to occur. These findings are relevant not only in the Chinese context, but also in other educational systems, as language curricula share commonalities in other ESL and EFL countries, which can learn useful lessons from the current study.     

In practice: The green zone: A program to support military students on campus

Like many institutions of higher education, Virginia Commonwealth University has seen an increase in the number of military students. Ann Nichols‐Casebolt describes one strategy the university has implemented to respond to the needs of this important group.     

Casting the assessment net wide: Capturing all student learning

North Georgia College and State University has joined a national effort to move away from the isolated approach to measuring student learning. Educators from three divisions offer their perspectives.     

In practice: The strategic retention initiative: Theory‐based practice to reduce college student departure

The dean of students at Vanderbilt University's Peabody College calls every first‐year student twice during the school year. The high‐touch approach, as resource‐intensive as it is, has proven well worth the effort.     

对大学生心理健康教育课的实践与认识

大学生心理健康教育课的课堂教学面向学生群体,应主要发挥其发展性功能和预防性功能,应根据大学生的心理需要、生活实际和年级特点选择教学内容,根据其心理和行为特点以讨论的方式组织课堂教学,让学生在民主平等的氛围中主动参与教学活动,在师生、生生互动中获得体验与认识。