保送生制度的变迁与改革

保送生制度自执行之日起,每年都为高校输送了拔尖人才,但因其中介入的人为因素较多,也饱受舆论轰击,随着高考"阳光工程"的建设,保送生制度在阳光的照耀下将再次焕发出蓬勃生机。     

转型期西方公共教育发展前瞻

形成和发展工业经济时代的近代公共教育,一方面具有巨大的历史进步性,另一方面也具有历史阶段性。社会转型期对于教育的新认识和新需求促进了公共教育特征和内涵的新发展。主要表现在:对教育性质的界定,已由纯公共产品向准公共产品的转化;对教育权的界定,已由单一权到权利束的形成,对公共教育系统的认识,已经超越公立与非公立范围。     

试析梁启超对周恩来早期思想的影响

梁启超是中国近代思想家,戊戌维新运动领袖之一。1917年后,淡出政坛,退居天津。在周恩来的早期思想中,有很深的梁启超的烙印。梁启超的佛学思想、爱国情怀、救国主张,甚至文风都对周恩来产生了潜移默化的影响。周恩来旅欧期间,经过实际考察并对各种思潮进行比较,终于确立了共产主义的信仰。这是周恩来一生的最重要的抉择,也是他摆脱粱启超的影响,成为伟大的马克思主义者的开端。     

利用多种教育资源 创设优秀班级文化

创建优秀班级文化,要强化班主任的自身素质,根据学生特点开展多种教育活动,还要综合学校、家庭、社会的力量共同进行。     

Localized Representation of Formative Assessment in China: A Regional Study from a Sociocultural Perspective

Formative assessment originated and developed in a Western context. With its function of learning improvement being evidenced in research, formative assessment has been adopted in assessment initiatives in multiple contexts including that of China. Research, however, reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West; rather, in many cases, it is decontextualised and recontextualised, or culturally appropriated. This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China. Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes: (1) To clarify understandings of formative assessment in the area of college English education; (2) To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements (CECR), and the gap between formative assessment initiatives at the national level and local contexts; and (3) To distill implications for policy-borrowing and effective implementation in the Chinese context.     

语义标注研究综述

在现有文献中语义标注描述的基础上,对语义标注的内涵和特征进行阐述,给出了语义标注的定义,论述了语义标注与网络标注的差异,分析了语义标注的主要特点;通过文献计量分析法分别从文献的年代分布、期刊来源分布、关键词分布三个方面的统计结果出发进行语义标注的研究现状分析,进而发现当前语义标注研究的侧重点;最后探讨了语义标注未来研究的发展趋势。     

让文学阅读教学回归感性

文学阅读教学存在着较为严重的理性化倾向，这主要是对语文性质的认识不准确等原因造成的。从语文教育目的、文学作品特点和教育对象特点来看，文学阅读教学要回归感性；而要让文学阅读教学回归感性，则要注重整体感知、激发想象、体验情感。     

一块来自法国的珍贵牌徽

正绍兴老话"堂前",就是客厅。绍兴鲁迅纪念馆的鲁迅故居是一幢两层小楼。楼底下的前半间叫"小堂前",是鲁迅一家吃饭、会客的地方。2016年2月25日下午,法国文化部官员米歇尔·普拉内尔女士和法国驻沪总领事馆文化领事费保罗先生来到这里,在鲁迅文化基金会常务副理事长兼秘书长、鲁迅长孙周令飞先生的见证下,将"历史文化名屋"的牌徽授予绍兴鲁迅纪念馆。笔者在绍兴长大,因为母亲在绍兴鲁迅纪念馆工作的缘故,从小就出入并熟悉百草园和三味书屋,记得小时候还曾穿着长衫,带一顶瓜皮小帽,和其他小朋友在这儿扮演过小     

‘Social Skills’: Following a Travelling Concept from American Academic Discourse to Contemporary Danish Welfare Institutions

The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills.     

Breaking up is hard to do: the resilience of the rock group as an organizational form for creating music

Though there is a long tradition of band members quitting the group or taking a hiatus, the rock group as an organization to produce music continues to be both popular and economically viable. The research question addressed in this paper is whether or not it is a good idea to quit or take a hiatus from the group. We begin with a discussion of the framework for understanding why groups are formed and why they may be difficult to keep together. We then discuss differences between groups in the decade of the 1960s versus today. We argue that there is something unique about the output of the group even with the changes in the structure of contracts, compensation, and consumer focus on the artist that explain the resilience of the rock band as an organizational form within which to create music. We compare the charting success of bands that have members leave the group with the charting success of the members who left the group. We identified the groups in five representative years: 1965, 1975, 1985, 1995, and 2005. We then analyzed the entire Billboard Hot 100 charting careers of those groups and the artists who quit those groups. Our main finding is that when charting success is divided equally among members, going solo pays off—there is a clear economic rationale because solo acts have greater average charting success than the original bands they started in. The other ensuing side projects: duos, collaborations, and other groups are not as lucrative as the original bands. These findings are valid for members of charting groups from each of the 5 years examined. Despite the difficulties in keeping a rock band together, there are fewer band breakups today and remaining with the group generally results in a longer and more productive charting career. Thus, the rock group remains an important organization for producing contemporary music. However, there remains a compelling incentive to go solo. Superstars may benefit from solo projects, but for the average, non-superstar group member, in many circumstances it is better for the band to stay together if the income is divided equally.