新时代“天然产物农药”课程思政建设路径思考与探索

课程思政建设是加强和改进思想政治教育工作、实现“三全育人”的关键。“天然产物农药”作为农药学课程的重要组成部分,对人才培养、社会生产和公众生活都有着广泛影响。推进“天然产物农药”课程思政建设,充分挖掘课程育人资源,将思想政治教育有效融入课堂教学,对于培养德智体美劳全面发展的人才有着重要意义。     

"一带一路"沿线国家农业标准协同研究——以中国与东盟国家农机贸易为例

以中国与东盟国家农机贸易为例,阐述农机贸易现状,分析中国与东盟农业机械领域标准协同的主要问题和障碍,特别地以中越水稻插秧机进行标准差异的对比。提出利用已有平台框架协议并促成新的对话合作平台、不断提升中国农机标准与国际标准的兼容水平、通过构建标准协同模型来推动援外标准示范区建设、加强信息资源整合与共享的对策建议。     

The distributional impacts of a universal school reform on mathematical achievements: A natural experiment from Canada

We investigate the impact of an ambitious provincial school reform in Canada on students’ mathematical achievements. It is the first paper to exploit a universal school reform of this magnitude to identify the causal effect of a widely supported teaching approach on students’ math scores. Our data set allows us to differentiate impacts according to the number of years of treatment and the timing of treatment. Using the changes-in-changes model, we find that the reform had negative effects on students’ scores at all points on the skills distribution and that the effects were larger the longer the exposure to the reform.     

唐代长安的城市发展与体育文化的嬗变

以丝绸之路的城市体育转型为背景,分析了唐代长安城市居民结构的变化和城市的演化,探讨了唐代长安的发展对我国城市体育文化嬗变的影响.认为:市民阶层崛起主导了城市体育文化的发展方向,知识分子群体的形成加快了城市体育文化的一体化进程;唐代长安营城思想的发展促进了城市体育多级文化体系的生成;唐长安独特的"镇集化"里坊是异质文化的载体,是长安多元体育文化生态繁荣的基础.     

浅谈鲁迅先生刻画人物的点睛笔法

鲁迅先生运用点睛笔法生动刻画人物，表现人物的思想感情和性格特征以及内心世界，手法灵活，恰切传神。     

体育与环境的关系

体育的产生、发展与环境的关系密切。体育赖以生存的环境包括自然环境和社会环境。本文从环境学的不同角度分析体育与环境的关系和相互作用,旨在为制定体育政策、举办体育活动、协调体育与其它社会因素的关系提供依据。     

小学语文实验教材词汇构成系统分析

小学语文教材自实施改革以来,新版本诸多,对其进行规范,势在必行。笔者分析了2003年新版的人教版、北师大版、江苏版三套教材的词汇状况,运用统计语言学方法,对“词频”做了新的界定,分析了教材的词汇构成情况,并构拟了教材的特殊词汇构成———“词汇构成的三个世界”:成人世界词汇、儿童世界词汇、教学术语词汇。分析结果显示:三套教材的词汇构成比较合理,基本词汇占绝大多数,一般词汇较少;词性构成也符合儿童认知规律。不足之处在于:教学专门术语分布过少;惯用语太多;文言词过早出现。     

Readjustment problems of Brazilian returnees from graduate studies in the United States

This is a pilot study on the readjustment problems of Brazilians returned from graduate study in the United States. Subjects were 31 former LASPAU scholars who were interviewed by the senior author after they were back in Brazil. The family and professional problems they experienced as they tried to readjust to life in their country were investigated, as well as the intensity of these problems and the adequacy of coping, as perceived by the respondent. Taped interviews were coded independently twice, over a 16-month interval. High reliability levels were obtained. Results indicated that returnees had little difficulty adjusting to life with their families except for experiencing some value conflict with them and some lack of privacy. Most of their problems were related to their professional life. In that category they reported that they found some difficulty adjusting to the system as a whole and to their role as professors. Lack of intellectual stimulation, lack of facilities and materials, excessive red tape, lack of opportunity and time to do research was fairly common for most, and they felt these were moderately serious problems. In most cases returnees felt they were coping adequately.     

The learning of modern culture

In October, 1976, a survey was conducted among 1,621 sixth grade pupils located in 30 rural and 30 urban randomly selected East Javanese elementary schools. The purpose of the study was to determine the effects of pupil background characteristics, the home learning environment, school and classroom organizational characteristics, the physical environment of the classroom and the school, teacher characteristics, the classroom learning environment and rural-urban factors upon the acquisition of modern orientations among Indonesian elementary schoolchildren. The study was also designed to develop reliable and valid measures of the key variables used in the conceptual model. The results indicated that reliable and valid instruments could be generated from survey data; specifically, satisfactory scales were developed for the measurement of the following concepts: the home learning environment, the school physical environment, the classroom physical environment, teacher pedagogy, teacher quality, individual modernity, and fifteen characteristics of the classroom learning environment. Correlational and multiple regression analyses showed that individual modernity, the learning outcome, was influenced by both social and educational learning determinants. The most powerful predictors of modernity in the positive direction were class size, the home learning environment, the personal development and relationship dimensions of the classroom learning environment, and the school physical environment. Pupil age and teacher pedagogy (innovativeness) were negatively associated with the criterion. The results also show that modernizing forces are disproportionately concentrated in the urban area. In the multiple regression, the learning determinants accounted for a large enough portion of the variance in the learning outcome (R² = .262) to be statistically significant from zero at the .001 level. The study shows that the learning of modern culture is a complex phenomenon which is influenced by a wide variety of factors.     

我国学校体育课程的学科审视

通过对体育实践类课程的学科性质进行分析,得出技艺性、情意性、自然性、人文性是体育实践类课程的主要特征,为体育课程的个性化构建提供了充足的理论依据.并理论联系实际,从科学和艺术的角度出发,运用求同思维和求异思维的观点,提出了运动技能的可替换性是进行体育课程的个性化构建的主要理论依据和方法,证明了体育课程的内容具有可选择性和学生身体发展的非同步性.