从化学发展看多样性与统一性的辩证关系

通过对化学理论的发展、化学研究的主客体关系、化学研究方法等多层次多角度剖析,对物质的多样性和统一性的辩证关系进行了探讨。多样性只是客观世界的表现形式,统一性才是其本质。     

Our Public and Private Selves: Fostering dialogism and student perspective taking

This article considers a site of practice that fosters dialogic consciousness, which I suggest is necessary to teaching social justice and diversity of thought in all sites of practice, including schools. Consciousness of one's own perspective taking and the dialogism necessary to foster voice development are grounded in a growing awareness of our own multiple perspectives or understandings of the world and ourselves. This multiplicity is grounded in how we see the world and how we think the world sees us. Such multiplicity is dynamic in that what we know about ourselves and what we think others know about us are woven through a constant interaction of public and private selves. It is in this interaction that teachers can begin to explore voice and perspective taking with students. In this article, I present how teenagers in a community‐based theater ensemble used movement and writing to define their private and public selves, and conclude with possibilities for classroom practice.     

The second chance school

Loughshore Educational Resource Centre is a religiously integrated, co‐educational, special needs and secondary school situated in Belfast, Northern Ireland. Loughshore works with a wide clientele of pupils across the spectrum of need and ability from the metropolitan area of Belfast. It plays a vital role as an educational base for a multiplicity of out‐of‐school children. The centre works in the backdrop of an emerging peace in the region as well as the significantly high levels of deprivation experienced across Northern Ireland’s capital. With places at the centre at a premium, a strict admission criterion exists. The centre aims to give a ‘second chance’ to its pupils, who are at risk of social exclusion, focusing on academic, personal and social development, providing skills which can be used to gain employment or continue to further education.     

Challenges and management frameworks of residential schools for students with severe emotional and behavioural difficulties in Hong Kong

This study by Stella Suk‐Ching Chong, an assistant professor, and Ka‐wai Leung, a teaching fellow, both at the Hong Kong Institute of Education, focuses on the perspectives of hostel staff from six residential schools for students with severe emotional and behavioural difficulties. Individual or focus group interviews were conducted to explore the range of challenges perceived by staff and the strategies they employed to address the needs of the students. The software N‐Vivo was used to analyse both qualitative and quantitative data. This study finds that staff met a multiplicity of challenges, of which 67.9% were management‐related rather than student‐related (32.1%). In relation to effective strategies for staff, co‐ordinated and concerted efforts are frequently used between different stakeholders, such as intra‐hostel‐staff‐student collaboration (84%), inter‐hostel‐community collaboration (8.6%), inter‐hostel‐home collaboration (5.1%), and finally inter‐hostel‐school collaboration (2.2). In summing up the findings of various approaches deemed favourable by different residential staff, a residential school management framework is conceptualised and presented in this article. Implications and future research directions are also highlighted.     

多奇异点和Sobolev临界指数椭圆方程解的存在性与多重性

用变分方法证明了一类具有多个奇异点,Sobolev临界指数和非线性项的半线性椭圆方程正解的存在性和多重性．     

Exploring the Designed World: Some Aspects of Course Development in the Greek Context

This paper presents student projects realised as parts of design history and theory courses which have been under development in new, design‐related university departments in Greece. An outline of the state of design and design education in Greece is first provided. In this context, the ideas behind the projects' brief are explained and some of the outcomes are discussed. Open‐ended, self‐defined student projects are proposed as a way to approach the multiplicity of meanings afforded by industrially produced objects. Some of the resulting student work is discussed and evaluated. It appears that the project‐based approach described has great potential, especially in terms of broadening the scope of design history and theory education, as well as in forging numerous interdisciplinary links.     

The magic roundabout: work‐related learning within the 14–19 curriculum

This article examines the cyclical nature of government policy vis‐à‐vis work‐related learning. First, it looks at the purposes and types of work‐related learning which exist in the 14–19 educational phase. Second, it describes the policy history surrounding work‐related learning, highlighting policy emphasis on recurring themes such as enterprise education, workplace socialisation, motivation and academic achievement. Third, the way in which work‐related learning has been organised is described. This leads to a discussion of whether and to what extent the multiplicity of purposes of work‐related learning set out by the government can actually be achieved. More importantly, it suggests that the organisational and policy aspects of work‐related learning are offered as ‘new and improved products’ every so often, and that more empirical research should be undertaken and thought given before the results of this agenda can be judged effectively.     

高职院校机械零件课教学的探讨

机械零件课内容宽泛,且具有较强的综合性、多样性以及实践性、实用性等特点。根据高职院校机械专业的培养目标对该课程的要求,提出了教学指导思想与教学方法。     

职业教育机构的顾客、市场构成与特点

了解顾客是任何机构从事营销活动的基础与出发点。在职业教育大发展的今天,应用市场营销学的理论与方法.分析职业教育机构的顾客构成。并以职业教育的受益者市场为核心,划分市场类型.进而分析职业教育机构市场的特点.有着重要的实践意义。     

基于计算机仿真的高端物流管理人才培养模式探讨

针对我国现有物流管理人才培养模式存在的实践环节缺乏、系统性不强、教学考核形式单一等问题,指出基于计算机仿真的高端物流管理人才培养模式既具有实践上的可行性又具有理论上的必要性,然后以"啤酒游戏"为实例阐述仿真培养模式的优点,提出引导基础理论学习、选择恰当仿真软件、建立仿真数据库和案例库、运用角色扮演等具体的高端物流人才培养机制。     

‘What it Makes Sense to Say’: Wittgenstein,rule‐following and the nature of education

In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of ‘certainty,’ and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule‐governed. This idea foregrounds looking carefully at the world of education and learning, as against the empirical search for new psychological or other facts. It reminds us that we need to consider, in Peter Winch's words, ‘what it makes sense to say’ about certain educational phenomena, and how these meanings stand against understanding a wider form of life. This insight has important implications for doing educational research, and we examine some of these.     

A digital storytelling project in a multicultural education class for pre-service teachers

ABSTRACT

This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.     

以学生发展为本,构建开放的教学平台

学生的可持续发展,有赖于教师观念的开放,教学过程的开放,教学信息的多方位开放。开放性教学平台有利于培养学生的创造性人格和多元智力,开放性教学的设计应是多元化的,并不排斥传统的教学模式,开放性教学还有许多待解决问题。     

Highlights of the montreal convention. (August 27–31, 1973)

This article reviews classroom research on cooperative‐learning techniques. These are instructional methods in which students work in 4–6 member, heterogeneous teams to master prescribed academic material or to carry out a group project or discussion. The review is focused on the four cooperative‐learning techniques in widest use in classrooms, although less widely used methods are also discussed. Only studies which took place over a period of at least two weeks are reviewed. It is concluded that: (a) Cooperative learning methods are generally more effective than control methods in increasing student achievement, but the effects arc not consistent. Some evidence suggests that highly structured cooperative methods are best for basic skills, while more open‐ended methods are best for higher‐order skills. (b) Cooperative learning methods have generally positive effects on student inter‐ethnic relations, mutual concern, self‐esteem, liking of school, and other variables.     

‘I treat all students as equal’: further and higher education teachers' responses to diversity

Diversity, understood in a multiplicity of ways, has been a focus of attention in education in recent years. As in many other countries, recent post‐school education policies in Aotearoa/New Zealand have emphasised previously under‐represented ethnic groups, such as Māori and Pasifika. The intention has been to widen participation in further and higher education (FHE) as a means to improve the country's economic performance in a global market. However, the same policies imply a deficit discourse – where diversity is perceived as a problem or deficit to be ‘fixed’. As part of a larger study into FHE student retention, 137 teachers were surveyed to identify what they did to cater for the learning of these ‘diverse’ students. The responses varied. For example, some insisted that, to be fair, all students had to be treated the same; others described teaching/learning approaches they used to ensure students succeeded. Five positions were identified in the data: universal, universal/group, group, group/individual, and individual. These positions are discussed and linked to Banks's cultural‐pluralist and assimilationist ideologies. It is argued that FHE teachers could draw on strategies from each of the three main positions to enhance student learning.     

高校大学生功利性入党动机成因分析与矫正策略

当前,在地方高校大学生中形成了入党热潮,大学生的入党动机也呈现出多样性与复杂性。在诸种不良入党动机中以功利性动机居多。政治思想不成熟、市场经济的影响、教育的失误等是产生功利性动机的原因。要矫正这种功利化倾向,端正大学生的入党动机,必须加强教育,完善机制,运用多种方法。     

宗教研究中的理论和材料:从单一到多元

科学的宗教研究的出场依赖于人们在宗教研究中是否采用了严格意义上的科学理论。宗教研究中所运用的资料是具有多样性。在宗教理论研究之先要坚持材料的优先性地位。单纯的材料可以批驳某种既定的理论,但不是以建真情一种新的替代性理论,宗教研究中材料种类的多样性必然要求与之相应的理论的多元化宗教不能还原为某一种理论或学主产。但它势必包括各种理论和学说。值得注意的是,宗 多元的、不可化的理论共同体中不是唯一发挥作用     

提高综合素质和创新能力的微生物实验教学模式初探

以提高学生的综合素质和创新实践能力为目标,从实验内容、组织形式、教学方法、考核评价体系等方面对微生物实验教学进行了探索与改革,通过开设综合性的整体实验和自主设计性试验等途径实现多样化的教学模式,充分体现学生的主体地位和教师的主导作用,提高了微生物学实验的教学质量。     

Conquer and Educate. Swedish colonialism in the Caribbean island of Saint‐Barthélemy 1784‐1878

The present paper is about the education system in Saint‐Barthélemy, a Carribean island which was a Swedish colony from 1784 to 1878. Saint‐Barthélemy was a pluralistic society where a sizeable segment of the population was of African origin. Likewise attesting to its multiplicity was the existence of three official languages, English, French and Swedish. Moreover, in a society whose population never exceeded 6,000 souls, Anglicans, Lutherans, Methodists and Roman Catholics practised their various religions. Saint‐Barthelemy was a socially‐stratified community with slaves at the lowest level.

A portrait of the school system is presented with the aid of examples from comprehensive archival sources. Social control was an important function of education, especially after the liberation of the slave population, when physical control was no longer practicable. Even if the occupiers may have endeavoured to transplant Swedish educational traditions, it took a long time until the School Reform of 1842 had any palpable consequences on Saint‐Bérthelemy.     

Commentary: School reform,teaching and learning

This commentary on the papers starts with the view that reform policies are additive, layered and unpredictable. Given this nature of reforms, the author suggests certain lessons for policymakers and policy researchers to learn. First, that a theory of learning should underlie policymakers’ implementation decisions. Second, that the multiplicity of reforms may block genuine learning. Third, that understanding the relationship between policy and practice requires an ‘inside‐out’ perspective which takes the changing of educational practice as the central concern rather than the policy environment.