利用电子白板促进数学探究学习的策略研究

探究学习作为数学新课程标准所提倡的学习方式,恰逢提倡课堂教学信息化时代,本文结合电子白板的特点和教学功能,研究促进数学探究学习的策略,并结合实际案例进行分析。     

复超球上Schwarz引理的推广及应用

本文研究了经典的Schwarz引理在复超球上的推广并由此建立了复单位球的Poincar(?)度量。此外还给出了它们在多元复分析中的若干应用。     

美国传教士伯驾在华医疗事业影响述论

伯驾（Peter Parker，1804—1888）是美部会派往中国的第一位医药传教士。他在华期间的医疗活动不仅对基督教在华传教事业产生了一定影响，尤其在中美医学交流史上写下了浓重的一笔，对中国医学由传统向现代的嬗变起了重要的推逐作用。     

Art and Design Education in the Ecology of Care

In the light of challenges arising from contemporary issues such as inclusivity, sustainability and justice, the connections between art, design and caring appears to be pertinent. What role can artists and designers play in the ecology of care? How can we lead art and design students to connect and lend their creative skills to care needs? Drawing on the ethics of care and a relational view on health this article highlights the various teaching approaches and initiatives introduced at Nanyang Technological University, Singapore, to support and guide students to realise various art and design for health and wellbeing projects that provide opportunities for students to part take in ecology of care using their creative skills. Although creative explorations at the intersection of art, design and caring is still at an early stage, outcomes from this ongoing effort have been encouraging in response to the shifting social needs to create a more inclusive and flourishing society in Singapore.     

论法律漏洞存在的原因、类型及其防治

法律漏洞指法律中的缺漏和矛盾。其存在有两个原因:法律自身及其调整的社会关系方面的原因和立法者方面的原因。法律漏洞可分为形式漏洞与实质漏洞。可从两方面消除或减少它:立法角度防止其产生和司法角度弥补。法律中存在漏洞虽影响法律的效度和信度,但对法制的完备也有重要作用。     

谈职业学校学生英语学科学业评价

分析了浙江省现行职校学生英语学科的学业评价体系及其不足,提出了一个改进的评价体系,认为因材施考、增设口试、恢复听力考试和全省职业学校英语等级考试制度,都是有效的评价手段。     

论陆九渊"心即理"的真实意蕴

“心即理”是理解陆九渊心学的最重要的哲学命题，陆九渊在宇宙本体和社会伦理的意义上，提出了“心即理”这一命题。“心即理”的真实意蕴在于心理合一，而且与朱熹“心与理一”论相比较，这种“心理合一“具有直接、简易、人人可为的特点。     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.