革命根据地反奴化教育的斗争

晋察冀等敌后抗日根据地广大师生,在严酷的战争环境下,为反抗敌伪奴化教育,采取多种形式瓦解了敌伪教育、坚持了抗日教育阵地,为夺取全国抗战胜利优做出了杰出贡献。     

Science education in a secular age

A college science education instructor tells his students he rejects evolution. What should we think? The scene unfolds in one of the largest urban centers in the world. If we are surprised, why? Expanding on Federica Raia’s (2012) first-hand experience with this scenario, I broaden her discussion by considering the complexity of science education in a secular age. Enjoining Raia within the framework of Charles Taylor’s A Secular Age, I task the science education community to consider the broad strokes of science, religious faith, and the complexity of modernity in its evolving, hybridized forms. Building upon anthropological approaches to science education research, I articulate a framework to more fully account for who, globally, is a Creationist, and what this means for our views of ethically responsive science education.     

"根据地干部教育史"研究旨趣

“干部教育”是我国从根据地时期开始的特殊历史条件的产物。根据地“干部”及“干部教育”的概念,一向以党务干部、政府干部和军队干部为主要对象。干部教育以政治、军事为主,兼顾文化教育与业务教育。这种教育传统对现行的干部教育产生了重要影响。     

Twenty five years of cognitive care education research: Time for a revolutionary change

This is the third study of Cognitive Care Education in New York State nursing homes using cross-sectional methods over a 25 year period. The data indicate that the Cognitive Care Education increased at statistically significant levels, albeit by evolutionary means. It is now time for “A Revolutionary Change,” for Cognitive Care Education, whereby the ideal level of 20 to 32 hours of education is provided to cognitive care providers.

Cognitive care encompasses a range of behavioral problems that require appropriate education. These might include communication difficulties, perseveration (repetition of an idea or activity), aggressive behaviors, paranoia, memory problems, and wandering (Savundranayagam & Orange, 2014). This study assessed Cognitive Care Education as the “Amount and type of education provided to cognitive care providers on how to care for the cognitively impaired including knowledge and skills to understand cognitive impairments and requisite standards to improve quality of care and life.”

It is apparent that nursing home employees are cognizant of cognitively impaired residents’ needs. However, the Cognitive Care Education providers receive on the job, is still inadequate to understand the overall needs of cognitively impaired, as indicated by our most recent research in 2016 (i.e., 3.81 hours). We recommend that at least 20 hours of Cognitive Care Education be provided to care providers, with a second recommendation that 32 hours would be ideal that follows the Alzheimer’s Association recommendation. The primary focus of the research studies here is to ensure care-providers are adequately trained to take care of the cognitively impaired.     

Colonial secondary education in a global age: Economic

Retaining a secondary education structure designed during British colonial times has resulted in a secondary education system ill suited to serve the labor market needs of Bangladesh. As the country enters an era when increasing numbers of people move away from subsistence farming lifestyles into the informal and small business sector, Bangladesh requires a system that provides large number of people with basic skills for such activities. The economic distortions caused by a secondary sector mismatched with the realities of the labor market result in ongoing income inequalities, unnecessary demand for secondary education growth, and expenditures for private tutors by parents who can ill-afford such services.     

从革命的“尤物”到革命的女神——以茅盾小说中时代女性形象塑造为例

茅盾小说中的时代女性形象是一群"时代"与"女身"的合体.它体现了新的身体观感和身体的认知模式,并被结合进关于现代性和时代精神的宏大叙述,从而初步实现了对于新女性"历史意义"的想象和对于历史进程和时代精神的参与.     

探索新时期高职院校革命传统教育的开展路径

革命传统是中华民族长期历史传承发扬的精髓精华,是社会主义先进文化最本质最核心最具代表性的部分之一,革命传统教育是新时期高职院校思想政治教育的重要组成部分。本文从三个方面阐述了高职院校开展革命传统教育的内涵,并对新时期高职院校开展革命传统教育的发展路径提出了三点想法。     

信息时代的中小学教育

当代科学技术，特别是信息技术的迅速发展，正在迅速地改变着世界的一切，使几百年、几千年来逐渐形成的教育制度受到严重的挑战。面对史无前例的信息技术革命，传统教育制度的深刻变革已成为历史的必然。21世纪是人类全面进入信息化时代的世纪，信息时代给中小学教育注入了新的生机和活力，对基础教育产生了深刻的影响，也提出了更高的要求。开展信息教育、培养中小学生信息意识和信息能力已成为当前基础教育改革的必然趋势。