释“搜牢”——兼释“牢盆”与“共牢而食”

充分的言语实践使常用词“牢”获得词义引申的广阔舞台,其词义辗转演变,形成庞大而复杂的词义系统。“牢”所负载的众多义项看似无有关联,人们易忽略它们之间实际存的隐性联系,因而造成训诂释词之失误。对其词义系统进行梳理归纳,便可寻见其词义引申之脉络,正确解释不同语境中“牢”的含义。“搜牢”之“牢”义为“廪食”,即粮饷、军粮；“牢盆”之“牢”与“共牢而食”之“牢”皆表示器皿之义。     

高校国际交流项目的评估及发展建议

研究聚焦于高校的国际交流项目,以S大学的海外本科生来华科研实习项目为例,在厘清项目的设立初衷及意义的基础上,运用多层次分析法（AHP）评估该项目的实施过程及整体成效并提出应发扬事前及事中管理的优势,保障项目适应新环境、新形势和新需求;应在国际化环境中推进沉浸式培养模式以形成惠及双方的良性循环;应优化项目设立的初衷,做出适应性调整以促进项目可持续性发展;应加强本土高等教育国际化的内涵建设以应对时代发展的新挑战。     

刍议我国外汇储备管理

进入21世纪后,由于国民经济的快速发展和我国加入WTO等有利因素的影响,我国外汇储备的增幅不断加大。庞大的外汇储备对我国经济发展的影响究竟是喜还是忧呢?理论界的分歧很大。该文从外汇储备快速增长对经济发展的利弊分析入手,对我国外汇储备的适度规模进行探讨,并就改善我国的外汇储备管理提出建议。     

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.     

推进浙台职业教育交流合作的若干思考

职业教育交流是两岸教育交流的重要组成部分。两岸的职业教育交流合作有较好的政策和现实基础,取得了初步的成果,但仍存在诸多局限。面对新机遇,浙江省应切实推进和深化浙台两地间的职业教育交流与合作。     

Melding Authentic Science,Technology, and Inquiry-Based Teaching: Experiences of the GLOBE Program

Journal of Science Education and Technology - Initial findings from the evaluation of the GLOBE Program are used to shed light on three issues concerning student-scientist partnerships: (1) Can...     

Feedback on feedback practice: perceptions of students and academics

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.     

Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program

Abstract

We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of ownership of success, loss of meaning of the program, or satisfaction with their participation in the EcoSchool program. The findings support the relevance of the emancipatory approach: students’ perceived participation predicts both their satisfaction with the program and perceived ownership of the success of their EcoTeams. Unexpectedly, the study also found that another factor predicting the program’s effectiveness is the level of students’ control over nonparticipating students.     

Education students and their teachers: comparing views on participative assessment practices

Beliefs about the validity and merit of self‐, peer‐ and group‐assessment practices are presented from 213 pre‐service primary teachers and 30 staff who teach them. Both groups were surveyed using comparable items. A subset of seven staff participated in semi‐structured interviews. Staff were far more supportive of peer‐ and self‐assessment practices than their students with both groups indicating modest support for group assignments. While pedagogical factors best represent the staff support for engaging students in assessment of their own and their peers’ work, several staff in interviews revealed that their high level of support for peer‐assessment was closely linked to a time‐saving factor. Peer‐assessment was more often used than self‐assessment while both practices were reported to have increased over the past two to three years. These findings are consistent with the reported increase in participative assessment practices in higher education generally. An important implication of this research is that in order to optimise the use of participative assessment, staff need to better prepare their students by modelling and communicating their reasons for adopting such practices.     

Regular class teachers' perceptions of transition programs for EMR students and their impact on the students

This study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective.     

Mentoring as a learning tool: enhancing the effectiveness of an undergraduate business mentoring program

Mentoring can be used as a pedagogical alternative both to extend and augment the educational experience of business students. This article addresses a gap in the literature regarding the use and effectiveness of mentoring in undergraduate business education by examining improvements to an existing mentoring program. After reviewing the mentoring literature and identifying four critical elements for program success (matching, preparation, interaction and outcome assessment), the researchers used a cohort design and developed a survey to assess baseline participant satisfaction with these elements. Interventions were developed to enhance the mentoring program, and a second cohort allowed the authors to assess the benefits of these interventions. With statistically significant improvements in two out of four program elements (and a third showing marginally significant differences), the results demonstrate that the authors’ approach to evaluating and enhancing mentoring program effectiveness is useful in business education.     

企业实践环节对“卓越计划”完善作用的探讨

企业实践环节在"卓越计划"学生培养过程中,对提升学生工程能力和检验学习效果有重要的作用,通过分析企业实践环节暴露的学生、教师及培养计划等方面的问题,探讨解决问题的思路和方法,为完善"卓越计划"教学大纲和培养方案提供了依据。     

中国古代礼法思想对刑律和监狱管理的影响

《周礼》造就了中华自古为礼仪之邦的美誉,＂礼＂不仅是古时帝王延续和传承统治的要求,也是治国和教化人民、培养民风习俗的基本手段。＂礼＂的思想指导刑律的制定,礼代刑律、礼入刑律后,产生了＂礼法思想;＂忠孝、仁义、尊卑,是礼法思想的主要精髓,汉唐文明,是礼法思想的一个主要传承和发展时期。其时的刑法政策和监狱管理,具有浓厚的＂礼法＂特色,明刑耻之、春秋决狱、无子听妻入狱、赎金刑的运用等,无不体现出＂礼＂的色彩,并对后世的监狱管理和刑法政策产生了深远的影响。     

Survival skills: the impact of change and the ERA on Australian researchers

This paper reports findings from a study that focused on the experiences of research-intensive academics in relation to the Excellence in Research for Australia (ERA) Framework. Interviews with academic staff at different career stages and across all academic faculties followed completion of a short survey in which respondents compared their publishing behaviour before and since implementation of the new Framework. Respondents were highly conscious that ERA had prompted a shift in publishing behaviour to meet often competing demands of individual research interests, institution, discipline and the international research community. Indeed, the study revealed academics to be positioned in contradictory ways in relation to their research and publishing, heightened by the instability of the Framework's assessment mechanisms. The experience of researchers up to, and including, the decision to abandon journal ranking provides valuable insights into the precarious and reactionary nature of academic research careers and the ability of both individuals and institutions to negotiate the rapid rate of change. These insights include tension between personal research priorities and ERA requirements, particularly in relation to writing for the most relevant audience, and concerns about the right to exercise academic freedom.     

浅谈电视教育节目的发展

在大教育观、大电教观的背景下，电视教育节目应当成为电教工作和教育工作的研究对象。针对电视教育节目发展的现状、取得的成绩及不足之处，对电视教育节目的发展趋向进行前瞻性的探讨，以期建立有中国特色的电视教育节目理论与实践体系。     

西部大开发10年来新疆高等教育的成就与反思

西部大开发实施10年来,新疆高等教育蓬勃发展,取得了辉煌成就,高等教育规模实现历史性跨越,高等教育财政投入大幅增长,高校师资队伍不断扩大,研究生教育成效显著。但与全国平均水平相比,新疆高等教育在高校数量、优质资源、经费投入和师资力量等方面还存在差距。加快新疆高等教育发展,要抢抓历史机遇,发展高等教育,推进跨越式发展和长治久安;发挥资源优势,调整支援方式,不断提升高校整体办学水平;制定优惠政策,拓宽融资渠道,全面保障高等教育财政投入;创新培养途径,优化人才环境,继续加快高校师资队伍建设。     

《贞观政要》在清代的地位及影响

作为记述唐太宗君臣"贞观之治"政治得失的历史典籍——《贞观政要》,自问世以来便受到了后世历代统治者的青睐.清朝作为少数民族入主中原的王朝,其统治者高度重视《贞观政要》,学习其治国之道,亦在史籍编纂中频加效仿.     

The Child and Adult Care Food Program and the nutrition of preschoolers

Children spend a considerable amount of time in preschools and child care centers. As a result, these settings may have an influence on their diet, weight, and food security, and are potentially important contexts for interventions to address nutritional health. The Child and Adult Care Food Program (CACFP) is one such intervention. No national study has compared nutrition-related outcomes of children in CACFP-participating centers to those of similar children in non-participating centers. We use a sample of four-year-old children drawn from the Early Childhood Longitudinal Study, Birth Cohort to obtain estimates of associations between CACFP program participation and consumption of milk, fruits, vegetables, fast food, and sweets, and indicators of overweight, underweight status and food insecurity. We find that, among low-income children, CACFP participation moderately increases consumption of milk and vegetables, and may also reduce the prevalence of overweight and underweight. Effects on other outcomes are generally small and not statistically significant.     

The impact of school-based continuing professional development: views of teachers and support professionals

Evaluating the impact of school-based continuing professional development (CPD), as with any other kind, is not without its challenges. This article reports on an evaluation of a CPD programme which was established to support implementation of a new primary school curriculum in Ireland. It examines what can be learned by comparing the views on the likely impact held by the teachers participating in the CPD and the support professionals providing it. The results show that both groups were very positive about the likely impact. However, support professionals anticipated a greater impact than the teachers themselves on teachers’ knowledge and implementation of the new curriculum. Likely explanations for these divergent views are discussed. The article highlights the importance of building in mechanisms within CPD to enable both teachers and support professionals to consider together the impact on an ongoing basis, and to use the available evidence formatively to inform planning for CPD. Incorporating a focus on impact in CPD is likely to become even more important in the years ahead given that teachers themselves are increasingly playing a greater role in decisions about what CPD is undertaken.     

印度ICDS项目及其对我国学前教育发展的启示

印度自独立以来一直致力于儿童的早期发展,制定了多个促进儿童发展的项目。其中的ICDS项目作为世界上最大的儿童早期发展计划之一,在改善妇女儿童的营养健康、促进农村儿童早期发展、提高学前教育质量上发挥了巨大的作用。对印度ICDS项目的实施背景、项目目标、实施途径与成效的分析,可以为我国学前教育的发展与学前教育目标的达成提供启示。