关中影戏的演出形态

关中影戏中的碗碗腔、老腔、弦板腔等已被列入“第一批国家级非物质文化遗产名录”,根据田野调查结果,关中影戏的演出种类有庙会戏、还愿戏、驱邪戏、平安戏、山神戏、祈雨戏、丧戏、寿戏、满月戏,等;演出程序有奠酒、本戏、捎戏,等。     

增强思想政治教育艺术性的六维视角

思想政治教育是真善美对立统一的过程。思想政治教育需要增强思想政治教育的艺术性,从而不断推进思想政治教育的创新,更加充分地发挥其功能。为此,需要着眼全局,抓住关键要素,营造和谐的氛围,增强思想政治教育的融合性;架起心灵的桥梁,增强思想政治教育的互动性;引发理性的思考,增强思想政治教育的说服性;召唤情感的力量,增强思想政治教育的渗透性;发挥人格的魅力,增强思想政治教育的引导性;加强文化建设,增强思想政治教育的实效性。     

茬口对不同专用小麦品种产量及个体和群体生长动态的影响

在山西临汾建立了大豆、油葵、玉米和休闲4个茬口。对不同茬口下的8个不同专用小麦品种的产量及个体和群体发育的影响进行了研究。结果表明：产量性状适宜大豆茬口的品种1个，玉米茬口2个，油葵茬口3个，休闲茬口2个。8个品种在各茬口的平均产量以玉米茬最高5985．0kg／hm^2，大豆茬最低5602．5kg／hm^2。个体生长冬前表现较好的为油葵茬，拔节期表现较好的为玉米茬。不同茬口对同一品种的群体消长动态影响不同，不同品种间的群体消长动态存在差异。     

关中东部帝王陵墓考证

陕西关中地区初步确定的帝王陵墓有六十五处,关中东部有十二处,时间跨度从远古帝喾时期至唐末,以唐陵为主,包括帝喾陵、北魏孝武帝元修云陵、西魏文帝元宝炬永陵、唐睿宗李旦桥陵、唐玄宗李隆基泰陵、唐代宗李豫元陵、唐顺宗李诵丰陵、唐宪宗李纯景陵、唐穆宗李恒光陵、唐文宗李昂章陵、唐懿宗李氵崔简陵等,多分布在富平县和蒲城县境内,为关中东部留下了非常丰富的历史文化遗产。     

学前班活动语言教育的存在及规律

学前班活动发展课程应该高度重视语言教育的基础作用和内在规律性,这不仅仅是《学前班语言活动课程》的内容,而应该贯穿到《学前班数学活动课程》《学前班艺术活动课程》《学前班社会活动课程》《学前班科学活动课程》《学前班健康活动课程》中去,成为学前“活动”学习的核心内容之一,儿童多元智能发展的核心问题是语言教育。     

An investigation of the Iowa tests of basic skills for sex bias: A developmental look

Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third-, sixth-, and eighth-grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow-up analyses considered skill classification, sex-stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third-grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined.     

苏霍姆林斯基的创造教育思想

苏霍姆林斯基认为，学校进行创造教育的主要任务是培养多方面的天赋和才能，培养学生的创造品质。创造教育的基本内容有：创造意识教育、创造毅力教育、创造力培养、教会学生学习和世界观教育。上思维课、进行创造性劳动的、提供丰富多彩的精神生活以及发现和培养创造性教师，这是实施创造教育的主要途径和方法。     

司马迁为谁写《史记》

司马迁写《史记》不是适应西汉统治者"一统天下"的需要而为其做哲学和历史的解释。中国古代帝王"一统天下"后,没有必要也没有用著通史的形式做哲学和历史的解释;汉武帝也没有就"一统天下"提出解释的要求;司马迁父子写《史记》并不为"一统天下"做解释,其动因一是为天地良心所迫,为后世留传史料,二是为展示个人才华,立身扬名,为先祖争光。     

A Study of the Education Rate of Return for Rural Residents in Northwest Minority Areas

Abstract

Studying the rate of return for rural residents in minority areas can give a good explanation for the problems of children enrolling in school and dropping out. On the whole, the education rate of return for rural residents in northwest minority areas is low, the Mincer function estimate is 2%, and the Heckman model estimate is 2.49%. The rate of return for minorities is greater than that for the Han. Between the sexes, the rate of return for Han men is lower than that for Han women. For various minorities, the education rates of return for men are greater than for women. At different stages of education, the rate of return for minorities is generally greater than that for the Han. The rates of return for the Han rise along with elementary school, middle school, and high school level of education. For those with a middle school, rates of return are negative, and exhibit a “U” model structure.     

论会计诚信促进机制

会计诚信是我国市场经济健康运行的基本保障，是会计行业发展的奠基石，是会计从业人员的安身立命之本。建立和完善会计诚信教育机制、会计诚信法律机制、会计诚信激励制约机制、会计诚信的评价机制和会计诚信的内控机制等在内的会计诚信促进机制，是当前我国会计诚信建设的有效手段。     

说“风骚”——关于“风骚”词义引申之考辨

"风骚"一词,由特指"十五国风"和<离骚>,到概指<诗经>和<楚辞>,到泛指诗文作品,再引申为文人之通称,其义皆与文学有关.宋、元以来,或用以褒指女性的俊俏体态,或喻指文人的才情风流,而最为普遍的用法,则是专指男女特别是女性在两性关系上的放荡风流和不检点行为.考察"风"、"骚"二词之本义,或指异性相慕,或指行为上的放荡风流,合而言之,皆与男女情爱之事相关.宋元以来的此种用法,正是"风骚"一词的本义回归.通过"风骚"词义引申过程的考察,可以发现文人、女人、文学三者皆有"风骚"的特点,而这正是才子佳人爱情理想模式得以形成的内在原因.     

浅论“90后”大学生责任意识的培养

高校大学生逐渐以"90后"为主体,这些"90后"大学生自我发展的责任意识、对父母的责任意识等较强,但是对身心健康、对婚恋、对集体、对自然等的责任意识较淡薄。加强培养"90后"大学生的责任意识,应从丰富角色体验、培养情感、尊重权利要求、扩大实践覆盖面、多举并措营造良好氛围等方面入手。     

社区老年教育治理的路径选择

推进社区老年教育是人口老龄化背景下积极发展老年教育的重要内容。通过对香港与澳门社区老年教育理念与政策实践的梳理与分析发现,港澳地区发展社区老年教育的重要经验包括：确立社区老年教育在教育体系中的重要地位;多方主体协同参与社区老年教育治理;根据人口群体特征选择社区老年教育具体内容;完善社区老年教育质量与发展水平保障体系。基于港澳经验并结合广东社区老年教育的现有框架,改善广东社区老年教育要深化对老年教育价值的认识,构建社区老年教育实践框架;以老年群体教育需求为核心,推进社区老年教育课程建设;教育资源建设与质量监管并重,构建社区老年教育质量保障体系。     

道德的起源和目的:从个人道德需要看

道德起源于社会的道德需要，亦即起源于社会存在发展之需要；个人道德需要——亦即完善自我品德的需要——则起源于道德，是道德被遵守从而得到实现的途径和手段。因此，道德的起源和目的只能是他律的，只能是为了道德之外的他物，亦即保障社会存在发展、增进每个人利益；而不可能是自律的，不可能是为了道德自身、为了完善每个人的品德。这就是被道德的最为深刻的本质——道德和美德是一种必要恶——所决定的道德起源和目的之客观定律。     

Accountability and Student Learning

Holding teachers accountable for other people's (students) behavior is inappropriate policy that results in ineffective teaching, diminished enthusiasm for learning, and lower levels of achievement. There are both legal and psychological reasons for this. Making teachers responsible for students' behavior absolves students of responsibility for their own actions and develops an externalized locus of control in students that leads to teacher control and student dependence. Because every person is accountable for his or her own behavior but not for what other people do, teachers must be held accountable for what they do as teachers but not for what their students do as learners. Students are responsible for their own learning.     

A Factor Analytic Study of the Infant-Toddler and Early Childhood Versions of the HOME Inventory Administered to White, Black, and Hispanic American Parents of Children Born Preterm

Factor analyses were performed on the Infant-Toddler and the Early Childhood versions of the HOME Inventory for 3 groups (blacks, whites, and Hispanics) of premature, low-birthweight children. Participants lived in 8 different U.S. cities. On the IT-HOME, 5 factors were originally retained for each group using the principal factors method of extraction. Factor structures for blacks and whites were similar, accounting for 85% and 75% of the variance, respectively. The structure for Hispanics was somewhat different; a 7-factor solution accounting for 65% of the variance was most interpretable. For the EC-HOME, 6 factors were retained for both black and white groups, accounting for 80% and 73% of the variance, respectively. For Hispanics, an 8-factor solution accounted for 59% of the variance. The factor structures for blacks and whites were largely in agreement with the current organization of items into subscales. The fit for Hispanics was not quite as good, but most factors also corresponded to current subscales.     

Temperament, Emotion, and Cognition at Fourteen Months: The MacArthur Longitudinal Twin Study

200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament.     

论培智学校的可持续发展教育

在培智学校开展可持续发展教育,是智障儿童参与社会建设、发展与进步的有效途径,对其未来生活品质的提高、公平参与社会活动、学会生存,掌握生存技能、更好履行公民义务有着重要作用.文章从可持续发展教育的产生出发,客观分析了在培智学校开展可持续发展教育的依据与重要性,进而探讨可持续发展教育对培智学校现有教学目标、内容与方法的挑战,从而为在特殊学校开展可持续发展教育提供借鉴.     

关于耕地保护补偿问题的研究述评与建议

我国城市化、工业化建设和建设用地紧缺的矛盾突出,耕地保护形势严峻。实施最严格的耕地保护制度,关键在于形成完善的耕地保护补偿机制。本文对近年来学术界关于耕地保护补偿问题的研究成果进行了述评,对耕地保护补偿的内在机制进行了分析,提出了完善耕地保护补偿机制的建议。     

Two alternative roles for the school psychologist in the treatment of emotionally disturbed and autistic children

This paper will describe two alternative roles for the school psychologist working with programs for autistic children or programs for emotionally disturbed children. The first approach is concerned with behavior management of children either by consultation to program staff or by direct work with the child, as well as support of staff through continuous feedback of classroom behavior management techniques. The second approach encompasses all of the first approach, in addition to the psychologist serving as corrdinator for the program and thereby assuming greater responsibility for cooperation between the school and the home, as well as for ongoing program development. A major difference in these two roles of the school psychologist, compared to the traditional role, is an intense involvement with a small number of children and a high level of input into the management, structure, and techniques used in a small number of classrooms. The paper will present a model for both of the two alternative approaches for the school psychologist. The model will include: a format for ongoing behavior assessment, suggestions for the structure of teacher-psychologist feedback sessions, methods of school and home cooperation, and a proposal for a horizontal administrative structure of programs for emotionally disturbed and for autistic children. The concept that is advocated is a team of professionals (teacher and psychologist) planning for the holistic development of the child.