跨越时空的吟唱——从《丑小鸭》和《海的女儿》看安徒生童话的现代意识

安徒生童话的出现标志着童话从古典意义的民间童话转向现代意义的文学童话。在转型过程中,安徒生的童话创作既汲取大量的民间童话素材,又融入浓厚的现代意识。本文试从母题和人物类型两方面来阐述安徒生童话的现代意识以及现代意识对安徒生童话的影响。     

跨太平洋绿色行动——校本课程结构的构建、教材资源开发及学习方式变革的初步探索

教育部《基础教育课程改革纲要（试行）》提出国家、地方和学校三级课程管理。如何在校本课程中推进素质教育，培养学生的创新精神和实践能力呢？下面结合“跨太平洋绿色行动”，就课程结构的构建、教材资源的开发及学习方式的变革等方面做初步探讨。     

Support Across the Curriculum

The planning, preparation and delivery of learning experiences tend to be vertically determined by subject departments but pupils experience the curriculum as horizontal, moving across from one subject to another through any typical day. Support teaching may be less effective if it operates through the practices of the vertical at the expense of the realities of the horizontal. Ian C. Copeland, senior lecturer, Department of Education and Management, Reading University, and part time support teacher in a comprehensive school, proposes a horizontal model.     

Computing Across the Disciplines:

No abstract available for this article.     

Meetings Across the Paradigmatic Divide

The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms—modernity in the former case, postfoundationalism in the latter. The author argues that the absence of dialogue and debate impoverishes early childhood and weakens democratic practice. The article considers whether and in what conditions the concept of agonistic pluralism might provide a framework for political engagement among at least some on either side of the paradigmatic divide, and takes evaluation as one example of a subject for an agonistic politics of early childhood.     

Integrating Web 2.0 Across the Curriculum

For many years, educators have touted the benefits of learning with educational tools such as spreadsheets and databases that allow students to actively process and manipulate information (Jonassen, 1995). Hundreds if not thousands of Web 2.0 tools have been created in the last few years, taking the “technology as tool” metaphor to a new level. In this article, selected Web 2.0 tools are aligned with major content areas to illustrate by example the wide reach of Web 2.0 across the curriculum.