二十一世纪的高校读者服务工作

本文论述了高校图书馆做好新形式下读者服务工作的必要性、方法及其作用     

21世纪我国高校图书馆用户教育初探

用户教育是授人以渔的工作,21世纪高校图书馆用户教育内容和形式多样化,应以入学导向性教育和献检索教育为主,其余教育内容为辅;以正规形式教育为主,其余教育形式为辅,各种形式交叉进行,形成连续性教育过程。     

Cross-cultural counseling in the 21st century

Historically, humans always have moved acrossthe face of the earth, searching for adventureand fortune. With technological advancement incommunication and transportation, the flow ofimmigrants from developing countries todeveloped nations has intensified. Theyencounter numerous problems adjusting to a hostof cultural differences. Westernpsychotherapeutic professionals are challengedin their interventions with the increasinglylarge clientele. This article defines thenature and scope of the problem and suggestsways that modern counselors can integratetraditional healing styles and techniques withthose they normally use.     

21世纪我国大学生心理健康教育模式的探讨

加强大学生心理健康教育，是全面提高大学生素质的内在要求，也是高校精神明建设的重要措施．高校应建立一种全方位的、集多种形式为一体的、以大学生成长和发展为主导的心理健康育模式．为促进大学生身心健康发展创造一个良好的、积极的外部条件．     

浅谈21世纪国际教育发展趋势

我们要了解21世纪国际教育的十大发展趋势，即终身化、多元化、分权化、远程化多媒体化、个性化、产业化、市场化、大众化、竞争普遍化、国际化，积极迎接知识经济的挑战，抓住机遇，促进教育的发展扣人才的培养。     

Dyslexia and education in the 21st century

This paper both reviews the other papers in this special issue and puts them in the context of the current agenda of research in dyslexia education. The pluralistic nature of the field is explored with reference to this special issue. The paper suggests a way forward for the field in terms of a developing research agenda for dyslexia education as we progress further into the 21st century.     

21世纪我国乡镇体育管理模式的构想

随着我国的改革开放，乡镇经济的全面起飞，乡镇体育现行的管理体制，已无法适应新世纪乡镇体育发展的需求，改造和完善我国乡镇体育现行的管理体制是当务之急．提出21世纪我国乡镇体育管理模式的构想．     

谈谈二十一世纪的教师素质

新的世纪，教育的发展面临许多新情况新问题，因此，对教师的素质提出了更高的要求，本文认为，富有21世纪时代特征的教师，应该具备的基本素质包括：良好的思想道德；现代的教育思想观念，良好的科学文化素质，较强的教育科研能力，教育创新的能力，健康的心理。     

21世纪的高等工程教育--循环创新模型与21世纪大学建构

在知识经济的浪潮中，显著的科技、经济、文化发展正在重新定义传统意义上的“大学”。荷兰德尔特理工大学与一批世界顶尖工科大学正在研究的“循环创新模式”与“21世纪大学建构”对正面临同样挑战的我国高等工程教育是一个有益的启示。     

Comparative education in Spain in the 21st century

ABSTRACT

The current process of globalisation has led to a convergence of international and Spanish concerns regarding teaching and research issues in the area of comparative education. Both in their teaching and their research work, the academics within the Spanish comparative community display a notable – and typically Hispanic – heterogeneity. This includes their use of epistemologically diverse frameworks and paradigms as well as their penchant for intellectual and teaching traditions built upon a wide-ranging, diverse gnoseological foundation. Along with research agendas focused on topics well within the orthodoxy and tradition of the field, Spanish comparative work has also tackled subjects long advocated by the late-modern agenda such as post-colonialism, the world ‘disorder’ and refugees and hospitality pedagogy. The community's engagement with and analysis of the cultural reality of Latin America stands out as a specific feature of Spanish comparative studies. While the works published in the Revista Española de Educación Comparada (REEC) (Spanish Journal of Comparative Education) attest to the theorisation and markedly interdisciplinary nature of the analyses carried out by many of our academics, the authors of this essay argue for the inclusion of teleological perspectives. Only by incorporating the viewpoints offered by these teleological disciplines will we be able to stand up to the sterile, eminently relativist tendencies of post-modern epistemology.     

Re-engineering the curriculum for the 21st century

Engineering lies at the interface between science on the one hand and society on the other. It is concerned with the systematic application of scientific and mathematical principles towards practical ends for the benefit of people. Traditionally the emphasis in engineering education has been on the scientific side, with students given a thorough grounding in the basic scientific and mathematical principles underpinning their discipline. However, the constraints on engineering problem-solving today are increasingly not technical, but rather lie on the societal and human side of engineering practice. These changes require new approaches within the curriculum and by promoting active learning and encouraging students to experiment and be more creative, eLearning is one of an important number of strategies for achieving the paradigm shift that is required.     

21世纪美国社区学院的教学效能核定

社区学院在21世纪面临着教学效能核定的新问题。本介绍了美国学在教学效能核定问题上的观点，分析了教学效能核定问题产生的背景，简述了行为指导、指示系统等核定模式，并对美国学对教学效能的核定体制改革提出的建议作了简要介绍。     

Student support in distance education in the 21st century: Learning from service management

The popular conception of distance education is of a system in which students receive few of the consumptive service benefits of their colleagues in full‐time education. In fact, distance educators have generally been better at articulating what they mean by student service than traditional educators. Nevertheless, the rationale developed by distance educators for providing such services is less well based, making the service side of distance education vulnerable to pressures to reduce costs. With signs of a change in what traditional students, acting within a consumerist framework, want in the way of support services, and with distance education undergoing considerable changes in the wake of the development of e‐business, there is a need to reconsider the rationale for and nature of student services, drawing on some of the thinking that has taken place in the service management sector.     

21世纪:哲学社会科学面临的机遇与挑战

〕2 1世纪 ,随着我国市场经济的进一步完善和发展 ,随着国际交往的进一步增多 ,我国社会的各个方面将会发生翻天覆地的变化。这种变化对我国哲学社会科学的发展既是机遇 ,又是挑战。积极应对挑战 ,去解决社会生活中重大的理论和实践课题 ,将会使我国哲学社会科学取得空前的繁荣和发展     

Childbirth education in the 21st century: an immodest proposal

Childbirth education was an important social movement in the 20th century but has lost its way in recent years. We describe the reasons for the dwindling importance of childbirth education and offer a proposal for reform that will align childbirth education with the needs of today's birthing mothers. Our plan will create "Centers for the Childbearing Year" (CCBYs) and a new model of childbirth educator, which we call the "birth coach." The CCBY is the place for women to go to for information and support related to fertility, pregnancy, childbirth, and newborn care; the birth coach combines the role of childbirth educator, doula, and postpartum caregiver. In creating a fresh model of childbirth education, we not only honor our pioneers but also rediscover the wisdom in community and relationship that childbirth offers us, and we learn in new ways to journey alongside each other to create new possibilities for birthing families.