民族文化对语义的影响

本从四个层次简析了汉语和英语在语义上的差异，从中可以看出民族化对语言的深刻影响。     

用热力学方法研究kerr—Newmann黑洞的反作用

本文应用热力学方法,研究了kerr—Newmann黑洞(KNBH)的反作用,成功地得到考虑反作用后,KNBH的能量,熵的表达式.     

变压器套管检修与维护

通过对变压器套管发生故障的原因的分析，制定出减少套管故障的相应措施，从而获得变压器套管最佳的检修维护方式和处理此类故障的正确方法，对电力系统的稳定运行有较大的实用价值。     

落后地区农村人口老龄化问题及对策分析

进入21世纪,人口总数庞大的农村经济要发展,首先要解决好人口问题。对于落后地区的农村来说,由于人口众多,老年人口数量迅速增长,规模日益庞大,由此引发一系列老龄化问题。本文以毕节地区为例,分析了地区人口老龄化的特点,以及带来的多种负面影响。从可持续发展的思路,分析了缓解老龄化问题的对策和思路。     

菊酯类杀虫的研究和开发

介绍了菊酯类杀虫剂开发的进展，讨论了拟除虫菊酯杀虫剂生物活性与化学结构的关系，探讨了拟除虫菊酯类杀虫剂在我国发展中的若干问题。     

教育券制度评析

教育券制度作为一种教育投资体制的创新，有其产生的背景，也有其现实的实践价值。它引发了我们对我国资金短缺的基础教育改革和高教改革的思考，在借鉴其成功经验为我们服务方面具有巨大的现实意义。     

学习化社会中终身教育体系的构建

加入世贸组织，我国将面对学习化社会的挑战，耍形成学习化社会，就必须建立起终身教育体系。终身教育既是经济全球化、教育全球化的必然产物，又反过来推动经济全球化和教育全球化的发展进程。中国“入世”，意味着中国融入了经济全球化、教育全球化的世界潮流，构建中国终身教育体系，显得尤为迫切。本对终身教育体系的若干基本问题和我国终身教育体系的构建进行了探讨。     

国外教师职业发展及其促进的理论与实践

本文从知识基础、能力模型、发展—建构主义、教师教学专长发展以及欧美教师培训实践的角度，分析和介绍了国外教师职业发展与促进的理论基础与实践概况，总结了教师培训应考虑的问题。     

走中国特色社会主义道路的历史必然性和现实意义

坚持以科学社会主义理论为指导,中国取得了民族独立、人民解放。中国特色社会主义道路是我们党在总结建国以来我国社会主义建设的曲折发展和成败得失的基础上找到的。改革开放以来,我们沿着中国特色社会主义道路前进,使中国初步实现了国强民富。在新的历史起点上,只有坚定不移地坚持和发展中国特色社会主义,才能保证我国全面建设小康社会、加快推进社会主义现代化的阶段性目标得以实现,才能完成中华民族伟大复兴的历史任务。     

An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion

The Chinese Preschool Inclusion Survey, which is an adaptation of Odom et al. [2004. ‘Preschool inclusion in the United States: A review of research from an ecological systems perspective’. Journal of Research in Special Educational Needs 4 (1): 17–149] a list of the features of quality preschools, was given to 234 preservice teachers and 307 inservice teachers in a large Chinese province so as to examine whether early childhood education (ECE) teachers agree on the key characteristics of high quality inclusion in terms of importance and feasibility. One significant finding of the study is that both preservice and inservice teachers highly ranked the importance of the key characteristics of high quality inclusion in ECE settings, yet both ECE teachers ranked the feasibility of implementing the key characteristics lower. Additionally, two factors that influenced preservice teachers’ perceived importance and feasibility of inclusion were years of study and courses related to special education, and five factors that influenced inservice teachers’ perceived inclusion beliefs were bianzhi, certification, years of teaching, opportunities for professional development and degree. Teacher education reform is called upon to affect change in terms of creating positive beliefs regarding high quality inclusion services and implementation of effective practices in stronger, collaborative support systems for Chinese children with special needs and their families. Implications for policy, professional development, and teacher education reform are provided.