选课制与人才培养

选课制体现了学生学习的自由,这种自由是培养学生个性、选择能力和兴趣的前提,而这些个人品质正是创新的基础。高校作为人才培养的摇篮,为创新人才的成长,应加大开设选修课的力度。     

An error resilient scheme for H.264 video coding based on distortion estimated mode decision and nearest neighbor error concealment

Although H.264 video coding standard provides several error resilience tools, the damage caused by error propagation may still be tremendous. This work is aimed at developing a robust and standard-compliant error resilient coding scheme for H.264 and uses techniques of mode decision, data hiding, and error concealment to reduce the damage from error propagation. This paper proposes a system with two error resilience techniques that can improve the robustness of H.264 in noisy channels. The first technique is Nearest Neighbor motion compensated Error Concealment (NNEC) that chooses the nearest neighbors in the reference frames for error concealment. The second technique is Distortion Estimated Mode Decision (DEMD) that selects an optimal mode based on stochastically distorted frames. Observed simulation results showed that the rate-distortion performances of the proposed algorithms are better than those of the compared algorithms.     

Rational Autonomy, Morality and Education

Some traditional assumptions regarding rational autonomy are examined and criticised. The exclusion of subjective considerations from autonomous choice is shown to be unjustified, as are attempts to identlfji autonomy with morally desirable conduct. Unexpected implications of these conclusions for education and certain other social institutions are also indicated.     

刘勰乐府论探析

继<诗经>、<楚辞>之后,在中国诗歌史上,特别是汉魏六朝文学史上出现一种能够配乐歌唱的新体诗,叫做"乐府".从殷代的瞽宗、周代的大司乐、秦代的乐府来说,乐府是一个音乐官署的名称;而且按刘勰在<文心雕龙·乐府>篇里所说的内容来看,"乐府"是专指那些入乐的诗歌.在本篇里,刘勰关于乐府的含义、起源,从汉代庙堂乐府的特点到三国魏晋乐府的特点都做了详细的说明.并且,还涉及到乐府总体的特征,即乐与辞的关系、雅咏与新声、协律与不入乐,把乐府作为一种独立文体论述的原因,等等.所以说,刘勰的<乐府>篇是一篇乐府文体的文学史.     

Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism,Extremism and Radicalisation

School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can build students’ critical capacity for engagement with radicalisation through enhanced political literacy and media literacy. We further argue this represents a genuinely educational response to Prevent, as opposed to a more restrictive securitised approach.     

韩国高校终身教育政策研究

近一时期,韩国政府意识到高校能成为优秀的终身教育机构,为此在2008年颁布了《终身学习中心大学》政策,通过每年不断更新与改善该政策,韩国政府逐渐扩大该政策执行的范围。探析从2008年到2013年韩国高校终身教育政策的改革动向,深入分析其政策的特点,从中得出相关的启示,对中国终身教育的发展具有现实意义。     

Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning

Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K–12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and social-familial influences. We then categorize the first two variables as personal factors and the latter two as social-contextual factors. We document empirical findings that have shown particular relationships between the reviewed personal and social-contextual factors and academic achievement, mainly in the areas of reading and mathematics. Based on our conceptualization, we propose an integrated perspective that students’ personal factors in the domains of behavior, affect, attitude, and cognition as well as their social-contextual environment have to work in concert to produce optimal school performance. We conclude with a discussion on educational implications and future research to be addressed.     

课程与教学研究二十年回溯：香港与内地的视角

新旧世纪交替更迭,世界各国教育改革此起彼伏,各种理论与学说交相辉映,共同形成颇为壮阔的图景。作为教育的核心领域——课程与教学的研究在近些年同样经历着日新月异的变化。本文尝试从香港与内地学者的视角勾勒出近二十年香港课程与教学的研究脉络与发展轮廓。文章首先概述两岸三地在课程与教学研究交流发展方面所做出的不懈努力;其次,文章围绕课程改革、课程实施、教师教育、学科教育、大学教育等关键词,梳理、归纳两岸学者就香港课程与教学所进行的探索与研究;最后,文章基于对整体脉络的把握,对两岸三地的课程与教学研究提出殷切的期望与可行性建议。