Revamped Street Recreates the Past of Beijing

Qianmen Street is the most historical street in the ancient capital of Beijing, surviving the Yuan, Ming and Qing dynasties all the way to the contemporary area. Located in the city＇s axis line, it is know as the ＂Heavenly Street＂ or ＂Golden Street＂ in history,     

Stone Lions on Marco Polo Bridge

On July 7, 1937, the intruding Japanese forces assaulted Lugou Bridge （also known as the Marco Polo Bridge）, and Chinese defending soldiers responded by gun fire. This has been known as the worldfamous Lugou Bridge Incident, which marked the beginning of Japan＇s all-out aggression against China as well as of China＇s War of Resistance to Japan.     

Fujian Tulou： A Building Art of Earth

＂They are inscribed as exceptional examples of a building tradition and function exemplifying a particular type of communal living and defensive organization, and, in terms of their harmonious relationship with their environment, an outstanding example of human settlement.＂     

Sanqing Mountain Added to world Heritage List

At 5：18 am on July 8, the Sanqing Mountain, located in Shangrao, Jiangxi Province, was included on the World Heritage List at the 32nd session of the World Heritage Committee, which made it the 7th World Natural Heritage site in China.     

实地调查的含义——比较教育学研究方法论的一个视角

实地调查的研究方法作为比较教育的研究方法之一在20世纪90年代以后才开始走向规范化。日本比较教育学会会员在比较教育研究活动中时有采用实地调查的方法。该学会纪要在过去的30年中所刊登的共计414篇论文中,有45篇是研究者用在现场采取各种方法而得到的数据资料写成的论文。在考察和分析的基础上,笔者提出几个观点以判断这些研究是否值得被称为实地调查研究。潜心于现场的研究者在调查过程中不断地从比较的观点去接近价值判断,并且自身在进行实地调查的过程中也不断地进步和成长,这才是笔者提出"实地调查的含义"的意义之所在。     

创新是振兴国有商业的不竭动力

我国国有商业企业要想摆脱困境、取得良好的经济效益 ,必须创新 ,具体地说主要在经营体制、目标市场、经营内容、经营范围、服务方式、促销策略的创新上下功夫。     

论<<管子>>轻重篇的君主专制主义思想

《管子》轻重篇所阐述的主要是一种君主专制主义理论 ,这可以从轻重治国说 ,万物君有论 ,操纵市场取利术 ,握贫富之权治民策 ,利出一孔定君术 ,行商战王天下之道几个方面得到验证。     

Searching for good practice in teaching: a comparison of two subject‐based professional learning communities in a secondary school in Shanghai

Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do professional learning communities in Chinese schools, especially in times of change, do the same for Chinese teachers? This study provides empirical data from Chinese teachers to assist global discussions on school‐based professional development. The study uses qualitative data collection methods, including semi‐structured interviews, observations and documentary analysis, to investigate how teachers from two subject departments in a secondary school in Shanghai enhance their knowledge and practice within their subject‐based professional learning communities. Results show that members of these two communities have shared common goals and have developed a sense of collective accountability. The study also found that socio‐cultural factors, such as the collectivist values, authoritarian‐oriented practices and influences of interpersonal relationship, are crucial in the development of Chinese professional learning communities, even though different communities may differ in other respects.     

The efficacy of final examinations: A comparative study of closed-book, invigilated exams and open-book, open-web exams

Educators have long debated the usefulness (or otherwise) of final examinations; a debate that has typically revolved around the relative merits of closed-book exams, open-book exams, take-home exams or their substitution by some other assessment format (eg, project work). This paper adds a new dimension to the debate by considering how the final examination assessment instrument might be enhanced through harnessing the power of technology, more specifically, how the learner experience of the final examination might be made more authentic and, in the process, more constructively aligned with stated learning outcomes. The authors report on the latest findings of an ongoing research project evaluating the effectiveness of 'open-book, open-web' (OBOW) examinations delivered by an online university, vis-à-vis a closed-book, invigilated alternative. Earlier research had indicated that the OBOW model receives the strong endorsement of students in a number of respects, most particularly the quality of the learning outcomes.