启蒙史学的特色——兼评《罗马盛衰原因论》

政治意识强是启蒙史学的特色。启蒙主义史学的重点不在学术探讨 ,目的不在于学术创造 ,而是使史学在社会上起良好的政治宣传作用 ,借历史亡灵来阐明自己的某种政治主张。孟德斯鸠《罗马盛衰原因论》全书似述史而不述史 ,似理论又不专论 ,乃以罗马盛衰为主线 ,阐述政治制度等政史问题。是书通过一些政治性观点的阐述 ,发挥史学的启蒙作用 ,表达资产阶级思想意识。《罗马盛衰原因论》为解放思想做出历史性的贡献 ,成为法国资产阶级革命的思想源泉之一。历史著作不能一味追求学术上的贡献 ,如能在启迪民智方面发挥作用 ,体现社会价值 ,那么 ,这样的历史作品不也是不朽的吗 ?难道不该倡扬吗 ?     

A social constructivist assessment process model: how the research literature shows us this could be best practice

Although assessment is acknowledged as vitally important in its effect on students’ approaches to learning, there is much criticism of assessment practice. This paper argues that if a social constructivist approach is applied to the assessment process many of the problems could be overcome. It describes what a social constructivist approach to assessment would look like and gives practical examples, from the research literature, of ways it could be implemented.     

《诗经》的史诗特色初探

《诗经》不仅是中国的文学性诗歌名篇 ,也是史学作品 ,它是中国的“史诗”。《诗经》与古希腊《荷马史诗》相比 ,有中国自己的史诗特色。虽反映社会历史 ,但缺乏专题性。所表达的思想情感浓烈 ,显示思维的原始朴素性。具有现实性思想 ,揭示斗争热点。文史交融浑一 ,本能凸现艺术。何以有如斯之史诗特色呢 ?中国奴隶社会制度特征影响了《诗经》的内容。中国史学起源早 ,有反映当代事件的能力。中华民族的经验思维、八卦思维及五行思维对《诗经》有一定的影响。中国早期的“天命”、“鉴戒”史观成为《诗经》的基因     

A scholarly approach to solving the feedback dilemma in practice

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.     

基于产业结构的劳动力模型构建

本首先分析了我国三大产业间的劳动力需求与供给现状，并在此基础上结合相关的统计数据建立劳动力模型，然后根据所建立的模型对未来我国劳动力的流动趋势进行预测，进而得出了在今后几年内我国仍将有大量的剩余劳动力从第一产业中流出，并针对这部分剩余劳动力的就业问题提出了一些政策建议。     

农村中学留守儿童的特点及学校教育策略

留守儿童的概念应该定义为：因为母亲长期外出打工而留在农村生活和就学的未成年人。“留守状态”可以分为“励志型”、“平常型”、“困苦型”和“颓废型”,这四种类型对留守儿童具有极不相同的影响;留守儿童的特征应作为制定教育策略的主要依据之一;应该把“留守状态”当作一种特殊的教育资源加以开发利用,让它在农村中小学教育中发挥独特的作用。加强在学习方法和生活自理方法方面的指导、提高家长学校工作的科学化水平及有计划地为学生创设同伴交流场景等应是留守儿童学校教育的有效策略。     

Ambitions and Responsibilities: A Textual Analysis of the Norwegian National Curriculum Regulations for Nursing Education

Society assigns professional educational programs the responsibility to aid students in learning and dedicate expert knowledge to furthering the well-being of citizens. This demand calls for addressing the how educational policies prioritize learning professionals' responsibility. Inspired by the theory of Jacques Derrida, we deconstruct the national curriculum text for Norwegian nursing education. Our findings indicate that, despite highlighting ethics and a holistic view on human beings, “hard evidence-based facts” remain the main navigation tool for responsible behavior. Additionally, by introducing “operational preparedness” as a learning goal, the texts partly renounce the obligation to educate for essential dimensions of responsibility by distributing the obligation to the future employer and the individual student.     

Online Physics Lab Exercises—a Binational Study on the Transfer of Teaching Resources

In this paper, we present the design and the results of a comparative study that evaluated the success of a transfer of an online-teaching resource between two universities, one in Germany and one in the USA. The teaching resource is an online physics lab that has been used in the physics education of medical students in Germany since 2003. The online lab covers geometrical optics and the optics of the human eye using interactive screen experiments. It was translated and transferred to a university in the USA where it was used and evaluated with a group of pre-health students. In a cross-national study, students’ backgrounds (demographic data, selected cognitive abilities, previous knowledge, and self-concept in physics), students’ attitudes towards the online lab, and their learning gain were compared. The results show significant differences between the German and the US cohorts with regard to students’ backgrounds. Despite these differences, the outcomes are similar, with slightly higher leaning gains for the US students. Students’ attitudes towards the online lab are similar in both countries but tend to be more positive among the US students. The results indicate that the transfer of the online lab to another educational system was successful.