保险利益立法的缺陷与完善建议

虽现行《保险法》第12条第6款对保险利益下总括性定义，但该界定模糊，导致对保险利益的理解不一致，在具体适用时，争议颇多，法官的自由裁量权难以把控，易将保险利益界定扩大或不合理缩小。故应对财产保险利益的范围明确列举，采取法定权利人、占有人、管理人以及合同主体的分类列举方式；人身保险利益的范围增加具有法定保险利益的人员，将各国所普遍承认的合伙人、债务人等与投保人具有商业利益关系的相关人员列入，同意原则需加以被保险人书面同意方式的要求；同时，为适应保险市场的发展，增加对保险利益转移和消灭的规定。     

Exploring the work and learning stories of para‐teachers in a college for further education in England

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in.     

基于工作过程导向的高职课程改革——以高职环境类专业《水污染控制技术》课程为例

以工作过程为导向进行高职课程改革,关键在于根据工作实境创设学习情境,并依据学习情境整合课程内容,改善教学方法,实现理实一体化.在高职环境类专业《水污染控制技术》课程改革中,针对特定的学习目标,在对工作岗位和行动能力分析的基础上形成课程体系,并按照岗位工作过程合理设置和序化教学内容,同时综合运用多种教学手段和方法,有效提升学生的专业技能和综合素质.     

让德育之花盛开在英语教学中

英语教学不仅要注重知识的传授,而且要注重德育教育,只有把二者有机地结合起来,文道统一,才能达到教书育人的目的。     

Inclusive Learning: the Report of the Committee of Enquiry into the postschool education of those with learning difficulties and/or disabilities,in England, 1996

ABSTRACT

The Report, Inclusive Learning (1996), is the result of a three‐year enquiry into the educational needs of and provision for adults with disabilities and/or learning difficulties in England. It arose from the requirement of an Act of Parliament, in 1992, that the new national funding council for further education should ‘have regard’ for such students in all its work of funding, development and evaluation. The Committee commissioned some fundamental research into the nature and extent of provision, the actual and potential demand for further education and the current requirements of law, and also reviewed existing academic research (chiefly in English‐speaking countries). It took extensive evidence in many modes and, in particular, created a series of workshops in which the students and their advocates could speak for themselves. The outcome was the main Report and summary, together with six supplementary publications. The core of the Report is the notion of ‘inclusive learning’, which places the responsibility for providing appropriate education with the teachers, the managers and the system (ultimately, with society), rather than problematizing the student as one with a deficit. A good education system is not merely about offering access to what is available, but also the making of what needs to be available accessible: the moulding of opportunity. Thus the Report concentrates on a theory of learning and its educational consequences. It represents another step towards embracing students with learning difficulties and/or disabilities unequivocally within the general approach to learning appropriate for all students. This article summarizes the main lines of analysis and argument in the Report and its framework of recommendations to the Further Education Funding Council, teachers, managers, voluntary organizations and to the government.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

Facing the ”Literacy” Issue:

No abstract available for this article.