锐话题

校门之累:221块荣誉牌背后的虚荣在深圳市第三高级中学,门是用来进的,更是用来看的。该校仅有1 5年校史,三个大门口挂满221块荣誉牌匾,校门成了闪亮的牌匾门,被网友们赐名牌匾帝。该校严杰夫校长表示,学校自建校以来,取得的荣誉大约有300～400项之多,门口的牌匾仅是其中的代表,且都是客观事实。网友们却指出,其中一些牌匾根本看不出有任何荣誉的成分存在,这样的牌匾方阵未免有些宣传过度。     

锐话题

每关闭一所学校,就可能增加一所监狱北京的民工子弟学校一向命运多舛,继2009年年底因城建规划遭遇大规模拆迁后,今年6月以来,位于北京市海淀区、朝阳区,甚至大兴区的30所打工子弟小学又被关停或者即将被关停。关闭打工子弟小学,对这些学校里的孩子来说,只有两条路:一是回老家读书,当留守儿童;二是辍学在家,过早地踏入社会。一份来自广东三大监狱的调查显示,八成犯罪     

锐话题

中国精英流失居全球第一中国社科院近日发布的《全球政治与安全》报告显示,中国已成为世界上最大的移民输出国,中国知识精英的流失也成为全球之首。自1978年以来,中国有107万海外留学生,而只有27.5万人回国,有近3/4的高学历精英人才流失海外。这些精英人才不愿回国的主要原因为不习惯工作上的"潜规则",复杂玄妙的人际关系,食品安全和社会不公等。这也突显出我国社会综合"软实力"的欠缺和海外精英人才对国家未来发展信心的不足。     

锐话题

德育功能被放大:中小学语文教材编写屡遭诟病"猫捕鼠,犬守门,人无职业,不如猫犬。"这是民国十一年一本线装小学课本上的第一篇课文,并配有生动插图,18个字,道出了生命的庄重。有人评论,民国年间兵荒马乱,人心却淡定,老课本的编著不呼口号,不居高临下,不繁文缛节,家国之源、江山之远、永恒之义,多在平白明净的故事     

专题：中国现代批评文体研究

[主持人语]批评文体指文学批评的言说方式,它包括三个层面：体制（体裁）、体式（语体）和体貌（风格）。一时代有一时代之批评文体,就汉语批评而言,现代之不同于古典,已是人所共知的学术常识。但是,在这个“常识”的背后却有着深刻的悖论：从五四开始的中国现代文学批评,以反传统的姿态出现;可是五四之后的批评文体却并不缺乏传统的影响,并不缺乏古典因子。或者这样说,中国古代的批评文体仍然“活”在现代,“添在”当下。     

中小学教育科研选题研究

中小学教育科研过程中的课题选择是非常重要的一环,课题规定了研究的方向、研究范围、研究价值、甚至决定了课题的成败.本文对课题选择作了一般性论述,指出了选题研究的重要性和意义,提出了选题的一般性原则、方法和思路,提供了一个可供中小学教育科研参考的选题指南.     

EVALUATION OF TEACHING

This paper attempts to ‘lay out’ as clearly as possible some of my preconceptions and assumptions about the evaluation of teaching. The main focus is on teaching in higher education but I hope the ideas may be applicable to teaching in general.

The main reason for this analysis was a feeling of dissatisfaction with many of the papers I had read, but the attempt to make my assumptions as explicit as possible was the result of trying to understand the process of bracketing — a process central to existential‐phenomenological psychology in which one attempts to take a ‘transcendental attitude'’ ‘ to the world rather than a ‘natural attitude’. Whilst my understanding of this process may be inadequate, even faulty, I think the process has helped me to clarify my ideas about both teaching and the evaluation of it.     

论土地估价应遵循的原则

在乌兰花镇土地估价的实践基础上,探讨土地估价应遵循的原则为合法原则、公平原则、估价时点原则、最有效使用原则、供求原则、相关替代原则、综合分析原则     

EVALUATION AND THE HUMANITIES

This paper arises out of a concern that, in spite of the amount of work which has been done in the area of evaluation in the humanities, there has not been enough clarification of the kind of ‘knowledge’ or ‘experience’ which the humanities may be said to yield. It is of vital importance that more of this essential clarification be done before continuing to develop new methods or techniques.     

EVALUATION AND EDUCATIONAL OBJECTIVES

The propositions advanced and defended in this article are: (1) that it is more urgent for educators to reach agreement on their general purposes and goals than to specify in detail the outcomes they seek; (2) that insistance on detailed statements of educational objectives is questionable; (3) that teachers should be more concerned with developing a pupil's cognitive resources than with changing his behavior; (4) that criterion-referenced measures should supplement, not supplant norm-referenced measures; and (5) that conventional test statistics are appropriate for criterion-referenced tests if they are based on appropriate test responses.     

QUALITY INDICES FOR FACULTY EVALUATION

This paper investigates procedures and criteria for the evaluation of faculty in higher education. It first surveys the different indices currently in use for evaluating research, teaching and service activities. It then discusses the use of these criteria in view of the shifting framework of evaluation in the university from that based on promotion and tenure decisions to one which is based on institutional review. Finally, conditions for the success of faculty evaluation are outlined. These include evaluation procedures that are consultative in nature, the specification of criteria and standards, and an emphasis on the critical role of faculty in evaluation and in becoming evaluators themselves.     

粘接理论及其评价

本文简要介绍了目前国内外流行的几种粘接理论。如机械理论、吸附理论、扩散理论、双电层理论和化学键理论等。并对这些理论的应用范围和优、缺点进行了探讨。     

A STUDENT COURSE EVALUATION QUESTIONNAIRE

A student course evaluation questionnaire, based upon 50 items and used at 13 different institutions, is described.