加强和改进高校思想政治教育促进高校育人工作的深入发展

当前全国教育战线正在认真贯彻落实全国教育工作会议和<国家中长期教育改革和发展规划纲要(2010-2020年)>的精神,落实全国加强和改进大学生思想政治教育工作座谈会的部署,在这一新的形势下,不断加强和改进高校思想政治教育,进一步做好高校育人工作,推动我国教育事业在新的历史起点上不断发展具有重要意义.     

在新的起点上服务于经济社会发展

在<国家中长期教育改革和发展规划纲要(2010-2020)>即将颁布之际,我们今天在这里召开高校哲学社会科学服务经济社会发展座谈会具有重要意义.教育为国家服务、造福于人民是<纲要>的重要思想.     

义务教育改革和发展的新目标

全国教育工作会议和<国家中长期教育改革与发展规划纲要(2010-2020年)>(以下简称<纲要>)描绘了未来十年教育改革和发展的蓝图,指明了今后教育改革发展的方向,开启了我国从教育大国向教育强国、从人力资源大国向人力资源强国迈进的新的历史征程.义务教育作为教育工作的重中之重,会议和<纲要>对义务教育提出了新的目标.     

优化学生心理生活,推进中小学心理健康教育工作可持续发展——在河北省中小学心理健康教育工作研讨会上的讲话摘要

2010 年,我国召开了改革开放以来的第四次全国教育工作会议,颁布了<国家中长期教育改革和发展规划纲要>,当前全国教育系统正在深入学习和贯彻全教会精神,认真部署实施<教育规划纲要>.这次会议,就是在这样的新形势下召开的一次重要会议.     

发挥哲学社会科学育人功能

学校教育,育人为本,德智体美,德育为先.发挥哲学社会科学的育人作用.鼓励广大哲学社会科学教师深入开展大学生思想政治教育工作,引导大学生树立正确的世界观、人生观和价值观,这是高校德育整体工作的一个重要环节,也是形成高校德育工作整体合力的重要基础.     

教育优先发展贵在落实

阅读提示 7月13日至14日召开的全国教育工作会议,是党中央、国务院在新世纪召开的第一次全国教育工作会议,会上正式颁布了<国家中长期教育改革和发展规划纲要>(以下简称<教育规划纲要>).     

新世纪新阶段高校社科学报的形势和任务--在全国高校社科学报工作研讨会上的讲话

我们这次会议是新世纪召开的第一次高校社科学报工作会议.改革开放以来,教育部曾召开过两次高校社科学报工作会议.第一次是1978年,在粉碎"四人帮"、开始拨乱反正的重要历史时刻,教育部在武汉召开工作会议,印发了<关于办好高等学校哲学社会科学学报的意见>.第二次是1984年,在北京召开了高校学报工作座谈会,并下发了<纪要>.这两次会议和所发文件对明确高校社科学报的办刊方向、促进学报的发展繁荣起了重要作用.     

2011年江苏省职业教育战略发展构想

2010年7月13日至14日,党中央、国务院召开了全国教育工作会议,颁发了<国家中长期教育改革和发展规划纲要(2010-2020)>.8月28日至29日,江苏省委、省政府也召开了全省教育工作会议,下发了<江苏省中长期教育改革和发展规划纲要(2010-2020)>.     

突出重点狠抓落实全力以赴做好2011年高校毕业生就业工作——在2011年全国普通高校毕业生就业工作视频会议上的讲话

同志们: 今天,教育部召开2011年全国普通高校毕业生就业工作会议,会议的主要任务是:学习贯彻党的十七届五中全会、全国教育工作会议精神和<国家中长期教育改革和发展规划纲要(2010-2020年)>,总结2010年高校毕业生就业工作经验,分析新形势、明确新任务,全面部署2011年高校毕业生就业工作.     

在新的历史起点上为推进教育事业科学发展努力奋斗

2010年是中国教育发展史上具有重大历史意义的一年,它必将作为开创教育事业的新纪元而载入史册.7月8日,中共中央、国务院印发<国家中长期教育改丰和发展规划纲要(2010-2020年)>(以下简称<教育规划纲要>),提出到2020年基本实现教育现代化,基本形成学习型社会,进入人力资源强国行列的战略目标.7月13日,在庄严的人民大会堂,中央召开全国教育工作会议,全面部署实施<教育规划纲要>.这次会议是新世纪第一次全国教育工作会议,也是改革开放以来的第四次全教会,举世瞩目.     

矩阵的主、次、行、列转置的研究

本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。     

红楼一曲绝唱 诗词尽显魅力

《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。     

上古音系不必立祭废至队曷桓戈部

上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。     

《西游记》杂剧对《西游记》小说影响的再认识

通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Investigations into the relationships of the WRAT,the PIAT,the SORT,and the WISC-R in low-functioning referrals

Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT.     

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.     

UNESCO,the Faure Report,the Delors Report,and the Political Utopia of Lifelong Learning

Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。