图像时代的审美观念

从词源学的角度看,图像在这个时代的内涵是:具有可传播性的图像影像。并指出这个时代审美观的内在特征就是审美感性化与真实观的改变,因而我们在肯定图像带给我们感性释放的巨大意义的同时要警惕图像带给我们的幻境,注意图像的自律。     

语篇教学

从某种程度上说，语言教学其实就是语篇教学。在语义系统网络所提供的意义潜势与语类图武结构形成的结构潜势的相互作用下我们就能够生成恰当的言语。语篇教学在很大程度上就是培养学习者根据语类结构潜势选择得体的语言来表达功能意义的能力。     

一类多滞量高阶微分方程非振动解趋于零的必要条件

利用压缩映像原理,给出了一类带强迫项的多滞量高阶微分方程所有非振动解趋于零的必要条件,并推广了相应的结果.     

高职英语教学中后进生成因分析及对策

随着高等职业技术学院的增多和招生的不断扩大,英语差生面越来越广,所以补差工作迫在 眉睫.本文主要分析高职英语后进生成因以及对策。     

The existence and impact of floor effects for low-performing PISA participants

ABSTRACT

Modern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant.     

向量最优化问题的最优性条件

定义了几种集值映射的广义凸性，研究了相应的性质刻画及其Gordan—Farkas型定理，并利用此Gordan—Farkas型定理给出了集值映射向量最优化的最优性条件．     

对企业概念营销实践的理性思考

随着人类进入信息化社会,特别是计算机网络的高速发展,概念营销已成为企业制胜的一种捷径。本文阐述了概念营销这一新的营销方式及其特点,分析了近年来企业概念营销实践中存在的种种弊端,如急功近利的错误思想和虚假概念泛滥,急于求成、忽视概念的培育,缺乏对市场生态的整体认识,概念营销上的务虚等脱离实际的做法,提出了企业成功实施概念营销必须树立科学的消费概念,生产理想的概念产品,注重概念的市场培育,独树一帜,实施差异化竞争战略,不断创新概念、保持竞争优势的观点。     

Making Explicit the Analysis of Students’ Mathematical Discourses – Revisiting a Newly Developed Methodological Framework

Sfard and Kieran [Kieran, C., Educational Studies in Mathematics 46, 2001, 187–228; Sfard, A., Educational Studies in Mathematics 46, 2001, 13–57; Sfard, A. and Kieran, C., Mind, Culture, and Activity 8, 2001, 42–76] have developed a methodological framework, which aims at characterizing the students’ mathematical discourses while they are working in groups. In this study, I focus on an important aspect of this methodological framework, namely the interactive flowcharts. The aim of this study is to suggest two complementary analyses for the construction of the interactive flowcharts: an additional analysis by means of the analytical construct of contextualization as well as an analysis of types of mathematical discourses. Based on data from a study of how four groups of Swedish engineering students collaboratively construct concept maps in linear algebra. I show that the two complementary analyses make the construction of the interactive flowcharts more coherent and transparent, and hence, more reliable. Furthermore, the two complementary analyses dramatically changed the picture as to whether the studied discourses were to be seen as mathematically productive or not. In the end of the article, I discuss the possibilities of performing the suggested additional analyses within the original methodological framework.     

河南农村村民在思想观念方面存在的主要问题与对策

目前我省农村村民在思想观念方面存在的主要问题是:共产主义世界观、价值观、人生观还未能占领思想领域的全部阵地,农村村民的世界观、价值观、人生观呈现出多元化的趋势;以民主、法治、平等竞争、产业化农业等为主要内容的现代观念在不少地方尚未深入人心,许多落后的、封建的思想观念还顽固地存在于不少村民的头脑中;少数村民缺乏应有的道德观念,一些村庄存在着道德失范现象.应该采取的主要对策有:强化舆论的导向作用;充分发挥农村干部和党员对村民思想观念的积极影响作用;积极开展各种形式的农村思想政治教育工作.     

生命教育理论的基本原理及其现实意义

生命教育理论以生活教育理论、人本主义理论等为依据，以教师和学生生命价值的充分发展和发挥为宗旨，以教育价值和教育意义的充分实现为最终目标。它试图重新发现“人为何生”的最终价值，试图重新发现“师为何生”、“师何以为生”的最终价值，试图重新发现“生为何生”、“生何以为生”的最终价值。这一理论对于人的全面发展具有重要的现实意义。