90年代国际电视业的发展趋势

20世纪匆匆过去了，人类跨进了新世纪的门槛。上个世纪，科学技术人员对人类文明做出了许多重大贡献，其中之一就是发明了电视。90年代是国际电视业蓬勃发展的年代，是国际电视业急遽变化的年代。在新世纪之初，回顾刚刚过去的10年国际电视业的发展变化，我们可以从中得到很多有益的启示。“他山之石，可以攻玉”，借鉴国际电视业在发展变化中积累下来的经验教训，我们可以少走弯路，更科学、更精确地规划我国电视业在新世纪里的发展道路。     

Academic libraries and university presses

In recent years university presses have undergone some significant changes, such as expansion of their scope to include materials that may have appeal beyond the scholarly market. This article investigates, through the use of a survey of university libraries, the acquisition of university press products by libraries. In general, recent years have been changes in the relationship between university presses and libraries that have resulted in fewer items being purchased by the libraries.     

论体育教育专业改革的职业需求适应性

体育教育专业在培养中小学体育师资方面起着重要的作用,因而,体育教育专业的培养目标和教学模式必须适应现代社会的需求,适应中小学体育教学.21世纪中小学体育必将进行一系列的改革.分析了中小学体育的教学目标、教学方法和课程设置,同时对体育教育专业改革的若干方面进行了探讨.     

National Testing or Political Testing: I s There a Difference?

Are two national reports on standardized testing realistic or simplistic? What is the difference between “political” testing and conventional testing? What are some likely consequences of politicizing school testing?     

Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.