扎根故土是归宿

留英归国的中科院自动化所所长谭铁牛博士在回首自己走过的路程时，不止一次地谈到，“作为一名炎黄子孙，民族振兴是自己的期盼；作为一个中国公民，效力祖国是自己的义务；作为一名青年学者，科教兴国是自己的使命；作为一名回国学子，扎根故上是自己的归宿。” 江泽民同志在纪念中国共产党成立 ８０周年大会上的讲话中指出，“我们必须……大力推动科技进步和创新，不断用先进科技改造和提高国民经济，努力实现我国生产力发展的跨越。这是我们党代表中国先进生产力发展要求必须履行的重要职责。”他还强调，“人是生产力中最具有决定性的力量。……充分发挥他们的积极性主动性创造性，始终是我们党代表中国先进生产力发展要求必须履行的第一要务。” 谭铁牛博士作为优秀留学回国人员的代表，作为中国科学技术界的优秀代表，用自己实实在在的科研成果和业绩向人们诠释着科技是第一生产力的内涵。我们不妨听一听他的心声。     

实施科教兴国战略,落实"代表先进生产力的发展要求"

科学技术是第一生产力，高新技术是先进生产力的制高点，而先进的生产力要靠先进的人才去创造。我们党要始终代表先进生产力的发展要求，就必须重视科技事业的发展，重视科技创新，重视培养人才的教育事业，全面实施科教兴国战略。     

正确认识和全面贯彻“三个代表”要求

我们党要始终代表中国先进生产力的发属要求，就是党的理论、路线、纲领、方针、政策和各项工作，必须努力符合生产力发展的规律，体现不断推动社会生产力的解放和发展的要求，尤其要体现推动先进生产力发展的要求，通过发展生产力不断提高人民群众的生活水平。 我们党要始终代表中国先进文化的前进方向，就是党的理论、路线、纲领、方针、政策和各项工作，必须努力体现发展面向现代化、面向世界、面向未来的，民族的科学的大众的社会主义文化的要求，促进全民族思想道德素质和科学文化素质的不断提高，为我国经济发展和社会进步 精神动力和…     

正确认识和全面贯彻"三个代表”要求

我们党要始终代表中国先进生产力的发展要求，就是党的理论、路线、纲领、方针、政策和各项工作，必须努力符合生产力发展的规律，体现不断推动社会生产力的解放和发展的要求，尤其要体现推动先进生产力发展的要求，通过发展生产力不断提高人民群众的生活水平。 　　我们党要始终代表中国先进文化的前进方向，就是党的理论、路线、纲领、方针、政策和各项工作，必须努力体现发展面向现代化、面向世界、面向未来的，民族的科学的大众的社会主义文化的要求，促进全民族思想道德素质和科学文化素质的不断提高，为我国经济发展和社会进步提供精…     

江泽民对邓小平科技思想的继承和发展

江泽民在新的形势下，准确分析和把握世界科学技术发展的趋势，及时提出了实施科教兴国，推动我国科技进步与创新，发展高科技，实现产业化，有所为有所不为，提高全民族的科学素质等富有远见的重大决策，丰富和发展了邓小平的科技思想。     

代表中国先进生产力发展要求的要务与职责

中国共产党代表先进生产力发展要求有着丰富的内涵 :不断提高全体人民的素质和技能 ,是党代表中国先进生产力发展要求必须履行的第一要务 ;把握科学技术发展趋势并不断推进科技进步和创新 ,是党代表中国先进生产力发展要求必须履行的重要职责 ;坚持改革创新 ,不断完善社会主义的生产关系和上层建筑 ,是党代表中国先进生产力发展要求的重要方面。     

“三个代表”对中国社会发展本质性要求的深刻揭示

“三个代表”不仅是对党的历史经验的总结，更重要的是对中国社会未来发展本质性要求的深刻揭示：要求创造出符合社会未来发展方向的先进生产力；要求创造出符合时代特征并推进时代发展的先进文化；要求党的先进性必须不断提升，跟上时代的步伐；要求党的宗旨必须更具高层性；要求我们必须遵循科学的进程；要求中国的发展必须同世界的发展潮流相联系；要求必须不断地更新思维方式和行为方式。认识到这七个方面，才能理解“三个代表”所具有的跨越时空的伟大意义。     

党的先进性要求党始终走在时代前列

只有始终走在时代前列，党才能永葆生机和活力；才能代表先进生产力的发展要求，推动社会进步；才能代表先进文化的前进方向，保持自身的先进性；才能想群众之所虑、急群众之所难、谋群众之所求，代表中国最广大人民的根本利益。党的先进性，归根到底体现为：党能够适应时代变化的要求，始终走在时代前列。     

始终代表中国先进生产力的发展要求

江泽民关于社会生产力、第一生产力、发达生产力、先进生产力的思想，赋予马克思主义生产力论以更丰富更深刻的内涵，科学地揭示了当代社会生产力发展的客观规律，成为“三个代表”重要思想创立的前提。贯彻“三个代表”重要思想的基本要求，就必须首先准确把握先进生产力的发展要求，把发展作为执政兴国的第一要务。因此，始终代表中国先进生产力的发展要求，揭示了生产力发展的根本性与执政党的历史主动性的辩证统一，诠释了党的先进性的深刻本质和永葆先进性的价值目标取向。     

论科技创新与社会全面发展

纵观人类社会发展的历程进程，凡是生产力发生质变并以此为契机而推动社会全面发展的时期，都是以科技进步为主要标志的。科技的进步，离不开科技创新。要实现科技创新，关键在于创新的主体以及营造创新的环境。     

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。     

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.     

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 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.