中小型内部网基于电话双绞线的接入方式

本为中、小型单位提供了三种Internet接入方案。即DDR接入、ISDN接入和ADSL接入，分析了三种接入方式的特点，提供了软、硬件解决方案。     

Internet接入方式刍议

Internet的发展速度迅猛,接入技术和方式也在不断的变化,本文就电话拨号上网、DDN连接、ISDN、ADSL和Cable Modem接入方式进行简要的介绍,为广大网民选择合适的接入方式提供参考。     

校园网如何接入Internet

随着Internet业务的快速发展,越来越多的学校已经非常需要Internet接入,如何把校园网快速、经济和安全地与Internet连接,是许多学校关心的问题.     

浅谈局域网接入Internet的几种方式

随着计算机和网络技术的发展 ,Internet和局域网都已深入到我们社会生活的各个方面。如何将局域网接入到Internet中已成为当前网络发展的一个重要课题 ,本文主要介绍了目前局域网接入Internet的七种方式及各自的优缺点。     

美国佛州共享Internet2的K20资源

前不久,美佛罗里达LambdaRail（FLR）、南佛罗里达大学（USF）和Intemet2宣布他们将合作为几乎每一个佛罗里达州的K20机构提供Internet2接入。     

一种小型局域网络接入Internet的方法

由 3～ 1 0台微机相互连接起来构成的局域网络称为小网 ,它可用于一般办公室或家庭 .小网中微机数量较少 ,结构简单 .随着 Internet的普及 ,小网也面临着如何接入 Internet的问题 .微机接入 Internet一般有 3种方式 ,即专线方式 ,拨号方式和接入局网方式 .专线方式接入速度快 ,但费用高 ,对一般办公室或家庭都不合适 .拨号方式较为灵活 ,易于实现 ,但因需给每台微机配置调制解调器和电话线 ,故接入费用和上网费用均较高 .接入局网方式连接简单 ,费用最低 ,但必须依托已经入网的局域网 ,故其局限性较大 ,不易普及 .这些方式对小网来说都不…     

SOHO一族双线接入Internet共享上网解决方案

运用网关的基本概念,对SOHO一族共享上网需求的变化,给出低投资、好管理、易维护的双线接入Internet共享上网解决方案,具有普遍的应用价值。     

VPN技术在电大远程教学平台的研究

现行电大远程教育平台接入方式仍然采用传统的接入方式,复杂、数据安全性能得不到保障、新的用户添加到网络手段比较复杂、无法随时随地远程链接到平台.本文采用流行且成熟的远程接入方案VPN技术,对电大远程教育平台接入方式提出了相应的解决方案,以降低运营成本提供全球网络、提供安全身份认证机制、设计良好VPN网络解决数据安全性、以及随时随地的高速宽带连接.     

校园网环境下网络实验室的Internet接入

在校园网环境下对校内各网络实验室、机房、办公室里的多台计算机接入Internet的各种技术进行了研究、总结和比较，并从实际应用的角度出发，提出了几个可行的方案。     

接入网中的宽带接入技术

讨论新世纪初期宽带有线接入技术和宽带无线接入技术的现状和发展前景，介绍宽带接入技术的产生背景和最终目标，其次对各种宽带接入技术的应用条件、能够提供的业务种类及相关参数进行了探讨。     

以“学习素养”为核心的学校课程构建

学校课程涵盖了学生在校学习的所有经历：为了更好地践行“引领学生更好发展”的学校办学理念,上海外国语大学附属大境中学以培养学生“学习素养”为价值取向,探索有学校特色、立足学生发展的“学养”课程架构和实施策略,加强“学养”课程的开发建设,全面提升学生素养,促进学生的可持续发展。将教育教学改革的着力点与课程实施突破点聚焦在“学养”课程之中,旨在推动学校课程内涵、功能、结构、管理、教学、评价等实践研究,努力使课程成为培养和造就人才的重要载体,为学生学会学习、终身发展打下坚实的基础。     

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.     

抓住评估契机为实现我院办学水平全面提高而努力——在省教育厅专业评估汇报会上的讲话

我院对省教育厅组织的专业评估给予了高度重视。专业评估对促进我院正确办学理念、教育观念的形成;对我院教师角色的转换和师资队伍的建设;对实践性教学强化;对学院管理规范化;对教学质量的全面提高等都有极其重要的促进作用。我院必须抓住专业评估的契机,找出不足,采取积极应对措施,努力提高我院的办学水平。     

Exploring Mathematics Teacher Educator Questioning as a Relational Practice: Acknowledging Imbalances

ABSTRACT

The desire to understand our questioning practices as relational led us to use collaborative self-study to construct images of our questioning practice within our mathematics teacher education practices. In a prior exploration of written feedback we had begun to consider how our practices supported relationships with preservice teachers. As a result, we began to consider ways we engaged preservice teachers during instruction and wondered how our questions supported or constrained growth of relationships. In this article we share ways our expectations for what we call balance in our questioning practices were disrupted. We describe three waves of inquiry that gave form to our exploration and resulted in awareness of the role and anticipation of imbalance in our questioning practice. Each new wave resulted from findings of the previous waves and pushed us back to the research literature and forward to new images of our questioning. We tell our story using one episode from our practice, images of that practice shared at the 2018 Castle Conference, and lenses that help us anticipate imbalance in our practice.     

我国公民社会形成过程中的公民道德权利建设

公民道德权利是公民社会建构的主要内容。目前我国公民社会初步形成,但由于受传统文化的影响和政治经济条件的制约,公民道德权利严重缺失。因此,强化公民权利意识、培育公民公共精神、健全公民权利保护机制是构建公民社会和维护公民道德权利的有效途径。     

高等职业教育中的人文素质教育

加强人素质教育，是人才成长的需要，是社会的需要，同时也是中华民族复兴的需要。高职院校要通过人素质教育，提高学生的综合素质和职业能力，使其成为社会需要的高等技术应用性专门人才，成为社会主义事业的建设和接班人。     

Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice

This article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant literature, our experience conducting a qualitative research study of students' perceptions of written feedback on assessment, and our professional conversations along the way. We became increasingly aware that our personal beliefs about learning and teaching underpin our respective approaches to providing written feedback on assessment. The process of critical reflection enabled us to achieve a congruence of professional practice that resolved our concerns about the nature of written feedback and enhanced our respective pedagogical practices.     

逻辑是一把“斧子”——什么是逻辑学和为什么要学习逻辑学

逻辑学是一门基础性、工具性、人文性的学科.学习逻辑学有其必要性和可能性.其作用在于,可以突破经验逻辑的束缚,跳出思维的陷阱.其意义在于,可以培养自己认识世界的方法,有助于提高沟通交际的能力,有助于提高批判性思维的能力,有助于提高人文精神,有助于提高创新能力与创新精神,有助于应试社会思维能力素质考试,有助于培养逻辑精神,有助于不同文化之间思想方式的沟通.     

刑法中的资格刑问题的立法与理论研究

资格刑作为一项刑罚手段，在刑罚体系中发挥着不可或缺的重要作用，但我国的资格刑的有关规定和具体内容却由于种种原因而差强人意，这在很大程度上影响了我国刑法的完整性与科学性．鉴于我国正全方位地改革开放，在经济全球化的背景下，司法走向世界也是历史的必然．因此，借鉴国外立法经验，结合我国国情完善我们的刑罚体系就十分必要．本试图通过比较国内外刑法在资格刑问题上的有关规定，进而探询我国刑法在此方面的不足，并提出了相应的修改与完善意见．     

Us and them: Finding irony in our teaching methods

This paper reports a collaborative project to explore our work as teacher educators, an effort to reconstruct a stance for ourselves in relation to our students. Our analysis is aligned with feminist post-modern perspectives, involving a reflexive representation of our teaching identities. To collect these expressions, we kept a real-time dialogue journal, sitting together weekly over the course of a semester, writing to each other in conversation about our ongoing interactions with students. We reviewed these written records looking for contradictions in our talk about our students and our methods of instruction. This paper shares our discovery of the ironic in our desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships that mirrored our students' requests of us. We suggest the importance of planting seeds of irony alongside our teaching recommendations, so that our students might recognize and embrace the limitations of our authority. I wonder about the value in talking about what concerns us in our teaching. The labels we dredge up get us to the same old places where we win, students struggle, and colleagues don't get it. Well, I don't usually get it either. I mean, I think you can get used to an audience and figure out how to address it, and that might get you good course evaluations. But to what end? (Hinchman, 9 September 1995).