内蒙古自治区山水林田湖草沙生态保护修复实践与思考

本文从“山水林田湖草是一个生命共同体”的理念出发,阐述了山水林田湖草沙生态保护修复具有整体性、尺度性、功能性和均衡性的内涵特征。通过梳理内蒙古自治区山水林田湖草沙生态保护修复工作的概况,总结提出了：理念先行、注重实效—因地制宜、综合研判—系统谋划、保障实施的修复路径,并提出三点建议:一是完善体制机制,做好顶层设计,二是拓宽资金渠道,探索市场化资金筹措机制,三是引领产业生态化,培育产业新动能,以期为内蒙古自治区推进山水林田湖草沙生态保护修复工程实施与管理提供借鉴。     

基于“山水林田湖草沙生命共同体”理念的我国北方沙地治理模式探索

沙漠化土地治理是我国北方干旱半干旱区生态质量及社会发展的关键环节。自20世纪中期以来,随着国家重大生态建设工程的实施,我国沙化土地治理取得了显著的成效。近年来,随着人口密度增加、产业结构改变以及人们对生态环境质量要求的提高,以往的沙地治理模式出现了一定的不足。“山水林田湖草沙生命共同体”理念是新时代生态文明建设的全新思维,“山水林田湖草沙”一体化治理是我国生态文明建设和乡村振兴战略实施的重要抓手。在“山水林田湖草沙生命共同体”理念下,我国沙地治理如何实施尚无明确的方向。本文基于我国沙地治理的历史、治理成效及存在问题,从“山水林田湖草沙生命共同体”理念出发,探讨了我国沙地治理的方向与潜在模式,以期为我国沙漠化土地治理及北方干旱半干旱区生态文明建设提供理论依据。     

习近平生态文明思想的理论体系构建

党的十八大以来,习近平围绕"为什么建设生态文明、建设什么样的生态文明、怎样建设生态文明",系统回答了生态文明建设的一系列重大理论和实践问题。"以人民为中心"为价值旨归,以建成美丽中国为战略目标,以生态文明建设的六项基本原则为理论内核,即坚持人与自然和谐共生、坚持绿水青山就是金山银山、坚持良好生态环境是最普惠的民生福祉、坚持山水林田湖草是生命共同体、坚持用最严格制度最严密法治保护生态环境、坚持共谋全球生态文明建设,形成内涵丰富、科学完整的理论体系。     

课程思政与高中地理教学融合的实践路径 ——以"认识美丽中国"为例

一、构建地理课程思政案例库 地理学研究旨在"探索自然规律,昭示人文精华",是影响国家重大发展战略的基础性学科之一.地理学科课程内容涵盖了自然地理模块、人文地理模块、区域地理模块、经济地理模块、生态环境模块、可持续发展模块等,与生态文明建设、山水林田湖草系统保护与治理、绿色发展、"污染防治攻坚战""蓝天保卫战"、乡村振兴...     

习近平生态文明思想的历史本源、科学内涵与实践创新

新中国成立以来,党在将马克思主义基本原理与中国具体实际相结合的基础上,不断进行中国特色社会主义生态文明探索,形成了习近平生态文明思想,实现了对马克思主义自然观的新飞跃。习近平生态文明思想历史本源先后经历了生态文明意识萌芽、生态文明意识觉醒、生态文明思想启蒙、生态文明思想奠基四个阶段。习近平生态文明思想坚持人与自然和谐共生、山水林田湖草是生命共同体、“两山论”,确立了生态优先地位,推动人与自然关系由对立向统一转变。在习近平生态文明思想指导下,我国在政治、文化、技术、制度、市场、全球化等方面进行了大量实践创新,为实现人类社会生态系统和谐发展作出巨大贡献。     

中国式现代化的生态意蕴

党的二十大报告强调的人与自然和谐共生理念,构建生命共同体,推动实现绿色发展,具有深刻的生态意蕴。其中,人与自然和谐共生作为中国式现代化的生态理念,强调自然内部生态系统的平衡共生、人与自然的共存共荣、人与人的和谐共处;生命共同体作为中国式现代化的生态目标,是涵盖山水林田湖草沙一体化、强调以系统思维加强生态现代化治理、倡导全球生态共同治理进而构建地球家园的共同体;绿色发展作为中国式现代化的生态方式,旨在以绿色发展理念推动绿色生产和绿色消费。中国式现代化所蕴含的人与自然和谐共生的现代化生态路径,为引领全球携手走向生态、绿色、环保的现代化道路提供了新范式,是人类文明新形态在生态层面的显著体现。     

大学生认同践行习近平生态文明思想三论

本文从人与自然和谐共生、绿水青山就是金山银山、良好生态环境是普惠民生福祉、山水林田湖草是生命共同体、最严格制度最严密法治保护生态环境、共谋全球生态文明建设等习近平生态文明思想内容要素的应然性角度,解析了大学生认同践行的内容问题;从认知提升、情操陶冶、意志锤炼、习惯养成等方法路径的使然性视域,探析了如何认同践行的问题;从内化到外化过程机理的释然性维度分析了认同践行的逻辑力量问题。     

“林草兴”之于“生态兴”的基础性作用

当前关于森林和草原对推动生态文明作用重要性的学术研究多为定性论述,而基于科学数据和生态学原理的学理性研究鲜有涉及。森林和草原作为自然生态系统的主体,是保持生态平衡、维护生态安全的基础,是绿色循环经济体的主要载体,是实现“双碳”目标的重要保障,同时也是生态文明教育的天然课堂。“林草兴”对提升生态系统的整体功能,实现天蓝、地绿、水清等良好生态环境,推进绿色循环低碳发展,培养公众生态文明理念,加强生态文明建设等方面具有基础性作用。新时代“林草兴”推动“生态兴”,需科学开展大规模国土绿化行动,坚持山水林田湖草沙一体化保护,建立生态价值转化和生态保护补偿机制,大力提升公众的生态文明意识,共同打造人与自然和谐共生的美丽家园。     

“五位一体”与“十个坚持”的统一：习近平生态文明思想的科学体系研究

习近平生态文明思想是一个内容丰富、逻辑严密的科学体系，它内涵“五位一体”的框架结构和“十个坚持”的理论内容，包括“坚持绿水青山就是金山银山”与“坚持绿色发展是发展观的深刻革命”的生态经济理论、“坚持党对生态文明建设的全面领导”与“坚持用最严格制度最严密法治保护生态环境”的生态政治理论、“坚持生态兴则文明兴”与“坚持人与自然和谐共生”的生态文化理论、“坚持良好生态环境是最普惠的民生福祉”与“坚持把建设美丽中国转化为全体人民自觉行动”的生态社会理论，以及“坚持统筹山水林田湖草沙系统治理”与“坚持共谋全球生态文明建设之路”的生态治理理论。习近平生态文明思想坚持以人民为中心，坚持科学性与实践性有机结合，为推动我国生态文明迈向新时代提供了科学指南。     

典型山水资源型城市生态安全格局识别与优化

以典型山水资源型城市——益阳市为研究区，采用形态学空间格局分析、电路理论、人类足迹模型及水文分析方法，识别其生态安全格局并提出优化措施.结果表明：(1)益阳市生态源地面积为3 365.31 km²,占研究区总面积的27.36%.其中重要生态源地主要位于安化县和桃江县，重点修复生态源地以安化县居多但面积不大，沅江市和南县也有分布，主要集中在人类活动频繁地区；识别出生态廊道61条、生态节点125个；除资水链状生态廊道外，有关键生态廊道7条，一般生态廊道53条，总长度为509.55 km.(2)根据源地、节点和廊道的分布，识别出研究区“两区一链多廊”的生态安全格局.在此基础上提出增补2块生态源地及打通生态廊道等优化措施.     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Kierkegaard,musical performance,and the relation and differentiation of the sexes

This paper is a critical evaluation of what is believed by the author to be Kierkegaard's subjective, ambivalent, and arbitrary stereotyping of women. In particular, the paper examines the Kierkegaardian notion of equality, essential feminine characteristics, and finitude. The result is an attempt to apply Kierkegaard's ideas to those issues pertaining to inequality in musical performance; as well, a plea is made for the demystification of the notion of woman as whore or Madonna.     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

Plato, Dewey, and the Problem of the Teacher's Authority

ABSTRACT An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher.     

Femininity,science, and the denigration of the girly girl

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。     

Community Colleges,the Media,and the Rhetoric of Inevitability

Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question.     

Social and ethical dimension of the natural sciences, complex problems of the age, interdisciplinarity, and the contribution of education

In view of the complex problems of this age, the question of the socio-ethical dimension of science acquires particular importance. We approach this matter from a philosophical and sociological standpoint, looking at such focal concerns as the motivation, purposes and methods of scientific activity, the ambivalence of scientific research and the concomitant risks, and the conflict between research freedom and external socio-political intervention. We then point out the impediments to the effectiveness of cross-disciplinary or broader meetings for addressing these complex problems and managing the associated risks, given the difficulty in communication between experts in different fields and non-experts, difficulties that education is challenged to help resolve. We find that the social necessity of informed decision-making on the basis of cross-disciplinary collaboration is reflected in the newer curricula, such as that of Greece, in aims like the acquisition of cross-subject knowledge and skills, and the ability to make decisions on controversial issues involving value conflicts. The interest and the reflections of the science education community in these matters increase its—traditionally limited—contribution to the theoretical debate on education and, by extension, the value of science education in the education system.     

魏晋南北朝隋唐时期民族史观的演变

魏晋南北朝隋唐时期是中国历史上民族史观发生突出变化的历史阶段。这种变化从它的历史形式来说,体现在民族观与民族政策等方面;从史学形式来说,则在史家的主体认识、史书的编撰思想中得到了更为具体、深入的体现;在民族理论问题上,正反两方面的理论总结,成为历史形式与史学形式相结合的产物,并勾勒出这一时期民族史观演进的大致轨迹。