INTRODUCTION TO THE SPECIAL CONFERENCE ISSUE

This paper explores the process through which a group of preservice early childhood/early childhood special education students examined their own beliefs about quality teaching and learning within the context of multiple practicum experiences in diverse settings. Students' reflections and actions are illuminated through a careful individual and cross-case analysis of field-based journals.

For these students, different instructional contexts provoked distinct questions. With increased experiences in early childhood settings, participants became more comfortable with the uncomfortable, considered that there are multiple ways to teach and learn, and realized that their own understandings of quality teaching must be informed by the children they teach. They also learned the process of using critical reflection to refine and adapt teaching practices to meet the needs of young learners continuously.

Findings from this study provide a window into the complex and individualized nature of new early childhood teachers' learning processes. By analyzing their journals, we were able to examine how these experiences move new teachers toward understanding concepts that are central to quality performance.     

INTRODUCTION TO THE CONFERENCE PROCEEDINGS ISSUE

Abstract

On January 8, 2002, President G.W. Bush signed into law the No Child Left Behind Act (NCLBA) of 2001. The article which follows examines this legislation, data upon which it is based, and likely outcomes. Moreover, this discussion challenges early childhood teacher educators to work together more closely and more actively with a broad base of concerned professionals to make changes in this short‐sighted legal obstacle to research‐based, professionally‐defined, high quality, early childhood education.     

小议《现代汉语通论》瑕疵

《现代汉语通论》是在新时代新的人材要求下,对以前的教材批判性吸收后重新编写的一部全国高校普遍通用的现代汉语基础理论教材。我们在学习过程中感于本书的实用和时代性的同时,也在某些地方遇到一些困难或感到困惑,发现书中存在一些瑕疵。现从印刷错误、所述不全、所述有误、前后不一和存在争议五个方面进行了整理归纳,管中窥豹,不胜冒昧,这里一并提出求教于方家,同时也希望能够给编者今后的修订工作提供一些参考,为以后的学习者提供方便。     

再论母语在第二语言习得中的正负迁移作用

母语在第二语言习得的过程中，既起着积极的作用，又起着消极的作用，既能帮助第二语言学习，又能妨碍第二语言学习。因此，母语在第二语言习得中存在正向迁移，又存在着负向迁移。对此，应正确加以处理。     

"德育目标"引论

本文把“德育目标”作为考察对象 ,从成文的德育目标与不一定成文的隐性的德育目标之别 ,着眼于德育必要性的德育取向与着眼于德育可能性的德育取向之别和古今德育之别等角度 ,揭示中西德育价值取向的差异和中国长期存在“德育目标过高”现象的历史根源。