单疱性脑炎近20年的临床回顾分析

本文回顾了近20年我科收治的单疱性脑炎84例的临床诊治经过,前10年35例,后10年49例,死亡率有显著性差异(P>0.05)。前10年为68％,后10年为31％。并发现临床医师对本病的充分认识和早期应用无环鸟苷抗病毒治疗是降低死亡率的关键。     

CBI研究二十年:回顾与思考

CBI外语教学已经经历了萌芽、缓慢发展和走向全面繁荣的三个阶段。以学科内容为依托的外语教学模式研究为我国大学英语教学改革指明了方向,同时,我们也需拓展研究对象与范围,完善研究方法,加深相关问题探讨,使CBI教学效果最优化。     

二十年来国内图书馆知识转移研究综述

二十年来许多学者从定位、研究方法、管理因素、思想的移植应用、技术变革的推动作用、绩效研究、图书馆建设及新实践等方面对图书馆知识转移进行了系统研究,文章既指出已有的研究成果所表现出的新意,同时也提出了其存在的不足之处和笔者的期望。     

Radicals reflect: The first twenty years of the caucus for a new political science

B. Nelson Ong is Assistant Professor Political Science at the College of New Rochelle, New Rochelle, NY 10805. He is also the Secretary of the National Association of Scholars.     

Clio in 2013: The writing and teaching of history in the next twenty years

This essay is a slightly adapted version of a talk presented to the History Disciplinary Subsection at the National Association of Scholars general convention in San Francisco, California, 17 April 1993.     

The ambiguous embrace: twenty years of IT (ICT) in UK primary schools

School inspection reports, at the end of the 20th Century, in both Scottish and English primary schools, clearly identify the use of ICT as the weakest aspect of professional practice. On this evidence, despite initial certainty of political purpose and considerable optimism regarding its effects on teaching and learning, ICT remains, after twenty years, a marginal force in the education of 5–12 year–olds. Though numerous research studies in the 1980's and 1990's seemed to have identified the conditions for the effective transfer of ICT into primary schools and repeated governmental initiatives invested heavily in both infrastructure and training, teachers have not embraced ICT within their core practice. This paper suggests that the adoption of exclusively rational, perhaps hyper–rational, methodologies, by researchers working in the mainstream of schools and teacher education institutions has resulted in a failure to understand the complex cultural, psychological and political characteristics of schools. Alternative avenues for research are proposed.     

The Diploma Disease in Egypt: learning,teaching and the monster of the secondary leaving certificate

Eygpt's education system is dominated by the secondary leaving certificate, the thanaawiya aama examination. From the earliest primary years, schooling is characterised by examination orientation and ritualisation. These features, in addition to Egypt's relatively late drive towards modernisation accompanied by centralisation and newly forged social divisions, clearly categorise Egypt as a victim of the ‘diploma disease’. Attempts to reform the assessment system are being hampered by the continuing perception of current school qualifications as the means to success, whether in the public or private sector, within Egypt or abroad.     

The global growth of the International Baccalaureate Diploma Programme over the first 40 years: a critical assessment

The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 1779 schools in 128 countries. It is shown how the initially Eurocentric bias of the global spread has become a distinct North American one. At present 35% of schools can be found in the US, whilst Africa accounts for only 2%. In 38 countries there is a single school offering the programme. The wider implications of this regional disparity are explored, concluding that perhaps the programme requires a more critical and planned growth strategy.     

近二十年来敦煌文献的收藏、整理与刊布

本文梳理了敦煌文献国内外的公私收藏数量、整理及其刊布等,为敦煌学研究者提供近20年来敦煌文献整理和研究的新情况.     

近二十年来我国语文学科教育学的发展历程及研究策略

近二十年来,语文学科教育学经历了一个由"教"法经验的描述到"学"法理论的探索,再到"发展"教学论理论提出的发展历程.但是,在学科理论研究趋于现代化的进程中,仍然存在着许多亟待解决的问题,必须采取科学的研究策略.     

二十年来社会学概论教材建设的回顾与思考

社会学恢复重建20年来,“社会学概论”类教材建设经历了起步初建,充实探索和完善提高三个阶段。社会学教材实现了从无到有的突破,而且在将西方成熟理论与中国社会现实相结合的基础上,初步形成了具有中国特色的社会学教材体系。但是,现有教材在编写指导思想,结构和内容,基础理论的创新与概括,教材特点与篇幅等方面也存在着一些值得探讨的改进的问题。