语文教学：呼唤基于理解的“对话”与“问答”

一、语文教学：“对话”与“问答”的实践“学习,可以比喻为从已知世界到未知世界之旅。在这个旅途中,我们同新的世界相遇,同新的他人相遇,同新的自我相遇;在这个旅途中,我们同新的世界对话,同新的他人对话,同新的自我对话。因此,学习的实践是对话的实践。”对话,     

对N(2,2,0)代数的两类同余分解

本文推广了文[6]中的同余关系并对新的同余关系得到了与文[6]相同的结果.     

关于保持党同人民群众血肉联系的若干思考

保持同人民群众的血肉联系是我们党的优良传统和宝贵经验.在国内外形势发生深刻变化的新的历史时期,切实保持党同人民群众的血肉联系具有极端重要性和紧迫性.密切党同人民群众的联系,一靠教育、二靠制度.     

继往开来和谐发展新年寄语

伴随着新年的钟声,我们同全国从事教育技术装备工作的同事们和朋友们一起,满怀喜悦和豪情迎来了新的一年. 2007年在党和国家事业发展进程中留下了光辉的一页.     

互素模一般线性同余方程式组中推广的孙子定理

讨论了一般线性同余方程组的求解问题,给出了一般同余方程组在有解情形下解的统一的表达式,得到了几个有益的结果,在理论上作了一种新的尝试,从而推广了孙子定理.     

奏响语文课堂对话的主旋律

日本教育学家佐藤学在《学习的快乐——走向对话》一书中说：＂学习,可以比喻为从已知世界到未知世界的旅途。在这个旅途中,我们同新的世界相遇,同新的他人相遇,同新的自我相遇;在这个旅途中,     

N(2,2,0)代数的一个同余分解(3)

对N(2,2,0)代数的一个同余分解进一步研究,得到一个新的结果.     

N(2,2,0)代数的一个同余分解(3)

对N(2,2,0)代数的一个同余分解进一步研究,得到一个新的结果.     

财会专业教学改革尝试

按照<面向二十一世纪改革和发展中等职业教育的若干意见>的要求.中等专业教育的培养目标定位于:"培养同二十一世纪我国社会主义现代化要求相适应的,具有全面素质和综合职业能力的,直接在生产、技术、服务和管理第一线工作的应用型专门人才和劳动者".也就是说,中专学校要培养具有很强动手操作能力的实用型人才.新的培养目标对我们的课堂教育提出了新的要求.我们要努力寻求适应新的目标和要求的教学方法.     

我和我的儿子、妻子 十一、教儿子会自己玩耍

当我们有了儿子后,我们的生活就增添了新的情趣。每天下班回来,我和妻子都沉浸在同儿子的交往中。我们同他戏耍,同他谈话,同他散步,同他做可能做的一切。在这种交往中,儿子对我们的依恋之情日深,我们对儿子也越来越亲呢,尤其是我的妻子,更是如此。因为我的妻子不在校内上班,下班时间又晚,到幼儿园接送孩子的任务差不多都是我的,相对来说,我同儿子的接触更多一些,     

以国际视野审视中国职业教育发展

近年来，国际职业教育领域出现了一些新的发展趋势，如倡导终身教育，突出能力本位，强调教育技术应用及现代企投合作，并逐渐形成具有全球化趋势的新型职业教育制度。比较而言，我国职业教育由于各种原因其发展呈放缓态势。为此，有必要从国际职业教育发展的宏观背景出发，以全球化视野厘理清认识，分析问题，进而摸索出适合国情的职业教育发展走向及道路选择。     

国际化经营:我国企业参与经济全球化的必然选择

经济全球化作为全球经济和社会发展的源泉与动力,正对国际化经营提出越来越紧迫的要求。国际化经营是目前一个国家经济发展的必然趋势。在经济全球化趋势不断加强和我国加入WTO的背景下,全球产业调整呈现出五大趋势,跨国公司也体现出一些新特征,从中可以看出国际化经营将是我国企业在全球化的世界经济中生存和发展的必然选择。     

Christian Higher Education in a Changing Context: Shifting From Pillars to Practices

ABSTRACT

The process of global modernization has reached a new phase. In many parts of the world, societies have become so complex that the logic that characterized first modernity no longer works. Simultaneously, societies are confronted by huge and complex side effects of modern rationality, such as climate change, migration influx, global inequality, and waning confidence in the nation-state. Consequently, we are entering an age of reflexive modernity. In our view, this new social configuration has important consequences for what Christian higher education can contribute to the education of new professionals. In this article, we will reflect on the way in which three collaborating Christian universities of applied sciences in the Netherlands are searching for answers on the challenges of our time. We propose, firstly, that they should give more attention to the relational formation of professionals than before. These professionals have to bridge the gap between professional and client, system and lifeworld, professionalism and personality, and professionalism and spirituality. Secondly, the professionals trained at Christian institutions of higher education should develop a strong professional ethos that allows them to act swiftly and efficiently in complex situations. In order to develop such an ethos, moral traditions are indispensable. Although the new social configuration does not seem to be very favorable for Christian higher education, on closer inspection it brings new opportunities.     

The political economy of growing a rural university in the USA using online education: an examination of incentives for educational imperialism and academic capitalism

Rural colleges and universities in the USA struggle to recruit new students, as their geographic region is depopulating and costs to attend classes on campus are increasing. Online education using the Internet is rapidly expanding as an effective growth strategy to reach new groups of students. In this paper, we take the position that online education is a form of cultural imperialism and academic capitalism where curriculum developers and professors are motivated to enroll new students in order to maintain the credibility and strength of their programmes and host institutions. We argue that it is not our intent to be educational imperialists or capitalists. Rather these are unintended consequences of our actions. This argument is supported by political economy theory in that we are marketing a technical rational form of online education without awareness of its long-term cultural, economic or political ramifications. Even though we pride ourselves on developing a high-quality programme that in our eyes meet the needs of our students, understanding the political economy of online education is essential if our programme that has access to the global market is to go beyond the individual needs of students and address social, cultural and political needs. We conclude that one way out of this malaise is to understand our role as instructors and course designers as a first step towards understanding the intended and unintended consequences of online education.     

制度建设关系着党和国家的前途和命运

制度带有根本性、全局性、稳定性和长期性,制度问题关系到党和国家是否改变颜色,制度的作用是约束领导干部的行为。党内存在的诸多问题都同制度不完善和执行不力密切相关,完善制度体系、进行制度创新并且加大执行力度,能够遏制腐败蔓延。     

基于矩阵测度的非线性电路平衡点全局渐近稳定的方法研究

本文提出了一种新的分析非线性电路平衡点全局渐近稳定的方法。这种方法以矩阵测度为工具 ,结合平衡点的渐进稳定判据 ,用一个矩阵的HURWITZ条件和矩阵的测度决定平衡点的全局渐近稳定性。与目前该问题所采用的LIYAPUNOV直接法相比 ,该方法具有无须判断平衡点的唯一性 ,无需构造LIYAPUNOV函数 ,判别方程直接明了等优点。该方法对于其他形式的非线性系统的分析 ,也有重要的启发性及应用价值     

对内蒙古工业化阶段的测试分析

关于工业化的判断标准，主要有四项指标，即人均GDP、产业结构、人顺就业结构和城市化水平。在当前我国已加入WTO及全球信息化的大背景下，也应考虑增加国内外贸易和信息化水平两项指标。依据选择的六项指标，按地区分组计算处理和分类侧度，可以看出内蒙古处在工业化初期阶段。     

The impact of development education and education for sustainable development interventions: a synthesis of the research

The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review.     

New evidence on learning trajectories in a low-income setting

Using a unique longitudinal dataset collected from primary school students in Pakistan, we document four new facts about learning in low-income countries. First, children’s test scores increase by 1.19 SD between Grades 3 and 6. Second, going to school is associated with greater learning. Children who dropout have the same test score gains prior to dropping out as those who do not but experience no improvements after dropping out. Third, there is significant variation in test score gains across students, but test scores converge over the primary schooling years. Students with initially low test scores gain more than those with initially high scores, even after accounting for mean reversion. Fourth, conditional on past test scores, household characteristics explain little of the variation in learning. In order to reconcile our findings with the literature, we introduce the concept of “fragile learning,” where progression may be followed by stagnation or reversals. We discuss the implications of these results for several ongoing debates in the literature on education from Low- and Middle-Income Countries (LMICs).     

Redefining the Role of English as a Foreign Language in the Curriculum in the Global Context

The English language has become a global language, a development which has influenced English language teaching and learning throughout the world. This influence has occurred more impressively in China than in other parts of the world as a result of the breathtaking pace at which China has integrated with global economies. Increasing industrial, economic and multicultural development has spurred language educators in China to question the English as a Foreign Language (EFL) curriculum in relation to the role of English, particularly in secondary schools. In this paper we present a brief review of the role of English as a global language in the Chinese context, a context which is now to be seen as a global one. The new curriculum has been progressively rolled out in Chinese schools since 2001. We highlight the redefinition of the role of English in the new EFL curriculum in Chinese secondary schools in particular and the significance of this as it presents new features of the new EFL curriculum as part of a developing research field, based on a comparison with the 1993 EFL curriculum. In this study, we focus on policy statements and curriculum documents as well as published previous research in order to understand the redefining of the role of English as a foreign language in the new EFL curriculum.