日本基于新学力观和生存能力观的教材观

新学力观和培养生存能力是20世纪80年代末以来日本在深化教育改革中相继提出的新的教育目的观。在其指导下，日本有关学者对适应问题解决式学习、体验性学习，主体性学习的教材观展开了种种探讨，其中比较有代表性的是加藤幸次的“培养自学能力的学材”、和儿岛邦宏的“推进主体性学习的教材”等观点。     

What is it worth? An empirical investigation into attitudes towards education amongst youngsters following secondary education in Flanders

This paper argues that whereas the social relevance of attitudes towards education is commonly confined to their direct impact on educational aspirations or attainment, attitudes may also impact on educational success in a way similar to cultural capital. Survey data were used to assess the support for three different attitudes with respect to the perceived value of attending school among youngsters (n = 853) following secondary education in Flanders (the Dutch-speaking part of Belgium). The results revealed substantial differences according to the pupils’ cultural capital, time perspective, personal educational experiences and social mobility. These findings are taken as a starting point for a broader discussion about how attention to attitudes may enable us to account for the power struggles in which the educational field and the teaching profession are involved.     

The Kinetic-Molecular and Thermodynamic Approaches to Osmotic Pressure: A Study of Dispute in Physical Chemistry and the Implications for Chemistry Education

Osmotic pressure proves to be a useful topic for illustrating the disputes brought to bear on the chemistry profession when mathematics was introduced into its discipline. Some chemists of the late 19th century thought that the introduction of mathematics would destroy that chemical feeling or experience so necessary to the practice of chemistry. These chemists were critical of the suggestion that mathematically analogous expressions for macroscopic phenomena implied similar kinetic-molecular processes at the microscopic level because they believed that a chemical phenomenon discovered by chemical experience through experiment was a more reliable guide to molecular processes than was mathematics. In general physical chemists of the modern era are also critical of the suggestion that mathematically analogous expressions for macroscopic phenomena imply similar kinetic-molecular processes at the microscopic level but for different reasons. The mathematical analogy between the van’t Hoff law and the ideal gas law is regarded as an artefact of the mathematical thermodynamic treatment of osmosis and not as a result of a correlation of kinetic-molecular processes. Some chemists however, albeit a minority, while agreeing with the thermodynamic treatment of osmotic pressure suggest that the mathematical analogy is more significant than being simply a mathematical artefact. They propose a controversial kinetic-molecular model of osmotic pressure which they believe has more educational value than the thermodynamic model. The significance of mathematically analogous expressions for different chemical properties and the desirability of highlighting unifying chemical principles for the teaching and learning of tertiary level chemistry are discussed predominantly in the context of historical osmotic studies.     

Contract arrangements in the Nordic countries—solving the efficiency/effectiveness dilemma?

Steering higher education through the establishment of a “contract” between the state and the individual higher education institution is becoming an increasingly popular way of regulating the relationship between the two actors in the Nordic countries. This article addresses some theoretical foundations for this approach derived from principal/agent theory and analyzes the strengths and weaknesses of established contract arrangements in Finland, Sweden, and Denmark. The article discusses the potential of using such arrangements in relation to the efficiency/effectiveness dilemma. It is emphasized that trust is vital in solving this dilemma and that the balance between the need for public accountability, the efficient regulation of higher education, and institutional change must be given high priority in refining existing contractual arrangements.     

Learning to Deal with Social Factors as a Goal in the Education of Engineers

One of the challenges engineers face is how to deal with the combination of scientific‐technological and social factors in the development and implementation of new technologies. To prepare student engineers for this there are two options: (a) train a special type of engineer, who has had a combination of engineering and social science courses; and (b) teach the ‘normal’ engineers to get a good feeling for the relevance of social factors to their work. Both types of training are offered at the Eindhoven University of Technology. In this article, we describe the results of a study into the way student engineers in their master's thesis struggle with the integration of social factors in their engineering work. A programme of guidelines for doing this in a more sophisticated way has been developed on the basis of these experiences and of literature in the field of technology assessment and design methodology.     

Teaching portfolios in higher education and their effects: An explorative study

Although many authors claim benefits of teaching portfolios for use in higher education settings, there are few empirical studies that investigate these benefits.This article deals with the question of whether teaching portfolios are used in higher education, and if so, which effects they bring about. Furthermore, the attitude of teachers towards the use of teaching portfolios is examined. The study shows that currently not very many teachers are using teaching portfolios. When used, a teaching portfolio is an instrument that can bring about some important positive effects. Respondents report that, due to the use of portfolios, they were stimulated to reflect on their own teaching, to actualise the learning content, to improve their course materials, to search for alternative educational methods, etc. When teachers are using teaching portfolios it is important that, besides any negative effects, they also experience positive effects. If this is not the case, teachers will see the teaching portfolio only as an extra administrative inconvenience.     

拿什么拯救人文精神－读《沧浪之水》

《沧浪之水》指涉的是关于当代知识分子价值选择的重大话题。功利主义以市场为依托取得了现实和道义的合法性，这对中国知识分子的人传统的精神杀伤力是巨大的。在这种历史语境中，传统的精神资源仍然有效吗？当代知识分子凭什么去反抗虚无主义？拿什么去拯救人精神？小说揭示了一系列了困扰着当代知识分子的重要问题，进而提出寻找新的价值根基的重大命题。     

面向21世纪的高校德育

展望充满希望与挑战的21世纪，全面推进素质教育，实现教育现代化，要求我们积极探索符合时代要求、社会发展的新的德育观念，并根据市场经济、知识经济、信息时代的特点给高校德育工作注入新的内涵，实切做好高校德育工作。     

ZB-100型柱塞式液压油泵故障研究及改进方案

本文分析了 ZB-1 0 0型柱塞式液压油泵在使用过程中的主要故障并提出了设计改进方案     

十九世纪初户工二局铸钱比数辩正

通过对清代宝泉、宝源局铸钱比数的历史考察,可以肯定19世纪初户工二局继续保持“户部铸二,工部铸一”的铸钱比数。