Promoting Self-Awareness: An Undergraduate In-Class Activity and Its Value

Self-awareness is important in social work education because it promotes knowledge, skill, and value development. However, little is written about the ways in which educators facilitate this process. A project was undertaken to design a new self-awareness assignment (SAA) and examine its value. The SAA’s development, which relies on role-plays, is described. Results from an exploratory qualitative study that examined the value of the SAA on 80 undergraduate social work students’ knowledge and skills is presented. The results suggest the SAA is a positive teaching strategy for promoting students’ knowledge and skills development. Implications for social work education are discussed.     

强化育人根本

培养人才是高等教育的根本任务。在人才的培养上,“思想政治素质”的培养又是根本的根本,在具体工作中,我们要深化育人意识,抓好两课教学,协调“基础”和“根本”之关系,突出“育人”根木,为社会培养合格人才。     

Citizenship,citizenship education,and the state in China in a global age

Citizenship and citizenship education change during periods of social transition, such as globalization. As globalists have argued, while globalization undermines the state, local institutions, values, cultures, and identities, it also facilitates liberal democracy and a common consumer culture. Citizenship education is urged to respond to globalization and its impact on both global and local communities. In reality, virtually no nation state adopts merely global citizenship; rather, they adopt frameworks of multileveled/multidimensional citizenship. With particular reference to citizenship education in the People's Republic of China (PRC), this paper challenges globalists' views for over‐exaggerating the domination of global forces over domestic ones. In particular, the paper examines the complicated struggles associated with the reconfiguration of the PRC's socialist citizenship and citizenship education that have occurred in response to social changes, including globalization. The paper explains the role of the PRC's state in such reconfiguration and offers a new framework that regards citizenship education as being based on different players' sociopolitical selections from a multileveled polity.     

Globalisation,city development and citizenship education in China's Shanghai

Globalisation has extended the competition between nation-states to that between metropolises of the same or different nations. Many studies have shown how nation-states respond to the challenge of globalisation by reconfiguring their citizenship education curriculum into a multileveled framework comprising personal, social, local, national and global dimensions. However, how metropolises reshape their citizenship education to meet the demands of their nation-state's national solidarity in order to respond to the external challenges of globalisation, and the global–national–local relationships arising from the reconfiguration are under-researched. With reference to Shanghai, the study aims to explore the perceptions of students and teachers about the dynamics and complexities in the juggling of global, national, local, and personal–social dimensions of multiple identity in a multileveled polity. Data are drawn from a questionnaire survey and interviews with students and teachers including principals. The study shows that students and teachers considered these four dimensions important, and that complex relationships between these dimensions exist. The article argues that in an increasingly interconnected and interdependent world these dimensions intersect with, and are complementary to, one another. In a multileveled polity, different actors including global forces, nation-state, local government and individuals interact in an intertwined manner in the processes of remaking cities for modernisation and globalisation.     

Chinese children's constructive activity and text comprehension

This study investigated how constructive activities are involved when Chinese students are performing reading tasks that require deeper levels of understanding. Forty students from Grade 5 (19 boys and 21 girls), and 42 students from Grade 6 (20 boys and 22 girls) participated in this study. To reveal the children's constructive processes in reading, they were asked to think aloud while responding to a text. Analyses of the children's protocols identified five levels of constructive activity. Analyses further indicated that the Grade 6 children performed better than the Grade 5 children, and skilled readers outperformed less skilled readers in higher levels of constructivist activity and text understanding tasks. Implications of the important roles of constructivist activity in children's learning from texts were discussed.     

Open attitudes,attribution beliefs,and knowledge of Hong Kong teacher interns in an era of education reform

We have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform.     

重大道德义务应否成为不作为犯罪中作为义务来源

目前我国不作为犯罪的作为义务范围有扩大的趋势，重大道德义务应当成为我国不作为犯罪作为义务的来源。关键在于道德义务如何合理上升为法律义务。有限制的道德法律化不仅具有可行性，而且可以成为提升我国国民素质扣整体道德水平的有效途径。     

Learning as boundary-crossing in school–university partnership

This paper points out that globalization has raised fundamental questions about knowing and learning and that it is essential for educators to engage in collective knowledge generation by crossing community boundaries. Drawing on the theoretical framework of Activity Theory, this paper reports on a study on the expansive learning that was afforded by a school–university partnership as university tutors, mentor teachers and student teachers engaged in a new activity system mediated by lesson study. The study showed that in the course of resolving contradictions that were inherent in the boundary zone, they negotiated the mediating tool and consequently, the activity system was transformed from helping student teachers learn to teach into learning for all participants. This paper concludes that it is essential for teachers and teacher educators to develop the capability to engage in expansive learning through tackling ill-defined problems in boundary zones.     

论经营城市与经营土地

随着城市的发展,经营城市、经营土地的理念应运而生。土地资产作为城市众多客体中最为重要的组成要素,是构成一个城市空间和城市功能的载体,经营城市的核心就是经营土地。政府既是经营城市的主体,又是经营城市的客体,经营城市、经营土地必须有合理的产业结构为依托,将土地经营与城市经营的有机结合。充分挖掘土地资产的增值潜力。同时要坚持土地市场的统一．树立“只有保护好耕地．才能经营好土地”的观念,经营好土地,最终经营好城市。     

国民革命与中国政治现代化的发展

政治现代化是社会现代化的重要内容.国民革命推动了中国政治现代化的发展.国民革命推翻了北洋军阀的专制独裁统治,在国民革命中国共两党进行了民主政治建设的实践,国民革命还扩大了民众政治参与的广泛性,沉重打击了帝国主义,一定程度上维护了国家主权.但同时应当看到,国民革命后建立的国民党南京政府成为中国社会现代化发展的新的障碍.