论北洋军阀统治时期的中苏关系

20世纪初的中国和俄国都经历了一次伟大的革命，而革命后建立的两个政府却迟迟没有建交。其原因一是两国革命的性质不同，一个是社会主义革命，被资本主义国家孤立，一个是资产阶级民主革命，投入资本主义国家的怀抱；二是中国由于协约国成员的身份，只得追从西方列强；三是北洋政府在外交上一反忍辱退让的常态，对苏态度强硬；还有如西方列强对中苏关系的严重干涉以及苏俄对中国革命的支持等。尽管1924年中苏签订条约建立了外交关系，然而由于北洋政府对西方列强的依附，最后还是被英美日拉入了反苏俄同盟。     

中国共产党“逼蒋抗日”方针制定的原因

1936年，中国共产党对蒋政策由“反蒋抗日”转变成“逼蒋抗日”，这一转变有着深刻的多方面的原因。其中主要是：全国抗日救亡运动的高涨；以蒋介石为首的国民党因受到英美等国逼迫对日态度有所变化；蒋介石因自身利益受日本侵犯而改变对日政策；国民党内部和地方实力派转向抗日。     

英美两党制的异同比较

英美两国的两党制存在着不同之处：产生的历史背景和方式不同；组织纪律严密、严格程度不同；执政与在野的区分程度不同；各自所联系的国家政权形式不同；在执政过程中的具体作用不同。两国的两党制也存在着相同之处：都具有资产阶级政党的一般功能；都是资产阶级统治的方式；20世纪90年代两国的执政党政策都出现“中间道路”的趋势。     

20世纪80年代中期中苏民主法制改革比较

20世纪80年代中期，中苏两国进行的社会主义民主法制建设值得比较研究。两国的改革有许多相似之处；两国都缺乏丰富的民主法制环境；两国改革都面对诸如不清晰的党政关系，高度集权下伴生的个人崇拜，以政治运动而非法律不规范国家事务的坏习惯等众多痼疾；两国改革的内容很相似，两国的改革又极大不同；苏联面对的环境比中国更不利，中国在处理社会主义民主，法制改革与社会主义其他方面改革的系统关系上，比苏联要成功得多，两国的改革进程的得失成败对各国的改革都产生了相互影响，两国在经验方面是互相借鉴的；苏联改革的失败则也延缓了中国改革的进程。     

今世十个国家全部学制比较观

谈起学制问题,谁都知道有大陆与英美两派。大陆派以德法为首领,英美派以英美为首领,两派均占极大的势力,其他各国受其影响者甚大。日俄两国本来完全仿照大陆派的学制。自欧战以后,苏俄内起革命推翻了固有的制度,而实行苏俄新教育政策,日本近数年来亦     

英美文化差异对英美文学评论的作用

在文学上英国和美国是有着解不开的关系。尽管如此,在文化上两个国家又有着许多差异,那么在文学评论上两个国家也有着许多不同之处,受着这样文化差异的侵染,也就导致两国的人们会从不同角度出发来看待问题,就英国与美国之间存在的文化差异对英美文学评论展开了探索,就其作用进行研究。从而分析出两国因文化差异对文学评论起到了怎样的作用。     

国外跨文化教育实践案例分析

国外跨文化教育有两个著名的案例，一个是联合国教科文组织（UNESCO）倡导并组织的跨文化教育案例；一个是英美的多元文化教育案例，前者进行的是不同国家之间的国际性的跨文化教育，后者开展的是多民族国家的国内的跨文化教育，国内文献对前者介绍与研究较少，对后者分析较多，文章将两个案例，作为两种不同形态的跨文化教育案例进行了简要分析。     

英美孤立主义对比研究

孤立主义在英美两国的外交史上占有重要地位,并对当今两国的外交仍产生一定的影响。两国孤立主义的共同点主要表现在:孤立主义的产生均与其独特的地理环境有关;两国均没有实行严格意义上的孤立主义;孤立主义对两国内政外交以及国际关系都产生了很大的影响。两国孤立主义的差异主要体现在:实行孤立主义的实力基础不同;孤立主义所表现出的特征不同;等等。对两国孤立主义进行对比研究,有助于我们把握英美对外政策的特点及其发展趋势。     

洋务运动与明治维新时期中日教育改革的比较研究

洋务时期的教育改革和明治维新时期的教育改革都是近代中日两国教育近代化的起点。其改革的时间和条件极其相似。通过对这一时期两国在教育改革所采取的政策和措施等方面进行较，反映出两国教育改革的不同结局，并从中汲取经验教训。     

开国和幕府封建危机的加深

开国和幕府封建危机的加深第一、列强的侵略和日本的开国．从彼得大帝时到１７９２年，俄国对日本的人侵领先于它国；１８０８年以后，英美等国开始对锁国的日本冲击；１８５３年，美国柏利舰队来航日本，具有特殊的意义，接着便于下一年迫使日本签订不平等条约，即《日美...     

介词due to和owing to的区别

在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。     

从乐知到好知——鼓励是学习英语的关键

初二是抽象思维形成的阶段,我们应激发学生的学习热情,培养他们的积极性、主动性和创造性,使他们积极思维,善于思考,鼓励他们树立自信心。     

Learning to Draw and Drawing to Learn

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.     

Learning to manage and managing to learn

In this paper Fiona Reeve, Jim Gallacher and Terry Mayes of Glasgow Caledonian University, bring together two current themes in higher education, work‐based learning and the use of new technology in teaching and learning. The paper begins to explore their interaction by examining the ways in which new technology can help to overcome some of the barriers which exist to work‐based learning. To begin this analysis a general model of a WWW‐based learning resource is described which has relevance for a range of open learning contexts. A central aspect of this model is the use of communication technologies to promote the creation of learning dialogues. The way in which this general model might be applied to work‐based learning is then examined. Having suggested that such a model has much to offer work‐based learning, some of the constraints which might be encountered on implementation are then identified. Finally, the authors conclude that it is in promoting more and better forms of communication that new technology can contribute towards work‐based learning practice.     

学以致用 以用促学

读写脱节一直是中学语文教学存在的不良现象 ,也是语文教学低效的重要原因。如何使学能致用 ,以用促学 ?本文提出了读写结合的教学模式 ,并从三个环节对这一模式进行探讨。     

Learning to Read and Learning to Teach Reading

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.