大学口译教学中的翻译理论以及教学方法

随着中国经济和教育的发展,英语口译教学在大学的普及也提到了日程上来。本文探讨了大学口译教学的必要性,口译授课时运用的翻译理论以及口译授课的课程安排。     

论鲁迅作品中的复式主题

鲁迅的小说和散文等诸多文学作品的主题非单一性 ,体现为多项性的复式主题———若干个并列主题以及正主题与副主题。复式主题各主题之间存在着集中统一的内在联系     

OBE工程教育理念指导下兵器类专业实践教学体系研究

为满足国家"军民融合""双创"对工程人才需求,基于OBE理念指导下兵器类专业课程体系设计原则,对兵器类专业实践教学体系的系统构建展开研究。文章以北京理工大学兵器类专业实践教学为对象,研究了兵器类专业实践教学体系构建应从国家和行业需求、学生主体和完善评价体系与持续改进等方面开展,为构建OBE理念下国防特色专业的实践教学体系提供理论指导。     

素质教育的主体有效性探析

素质教育活动的开展，离不开素质教育主体有效的组织、实施与调控。素质教育主体的有效性，集中体现为素质教育活动有效实施对素质教育主体的主体性要求。这种主体性体现于素质教育主体的主体意识与主体素质。素质教育主体所应具备的主体素质包括思想政治素质、理论素质、创新教育素质和能力素质四个方面。     

论职业教育的术科导向

从词源分析入手,进行学术分解,厘清学术分野,探讨学术分野与教育分类的关系,可以找出职业教育与普通教育内在的导向区别点.基于这种思路,职业教育与普通教育"学科导向"真正的区别点应当是"术科导向".术科导向是职业教育的本质特征,其有助于职业教育实现内涵性发展,应当以此为切入点深入进行教育层次和类型的分析研究,但术科建设任重道远.     

不同政府科技资助与区域R&D产出的关系研究

基于投入—产出的视角,将政府科技资助对象按照创新主体分为企业、高校和科研机构,运用面板数据实证研究了不同政府科技资助与区域RD产出的弹性关系,侧重于对不同创新主体资助绩效的研究,并研究了不同政府支持强度下弹性系数的变动。研究结果表明,政府对企业、高校、科研机构的科技资助都与区域RD产出有正相关关系,但是不同创新主体的弹性系数存在显著差异。此外,随着政府支持强度的下降,政府对科研机构、高校、企业的科技资助与区域RD产出的弹性系数依次变小、变大以及基本不变。这一研究为政府科技经费在创新主体之间合理分配,有效促进区域RD产出提供了重要参考与建议。     

The identification of organic additives in traditional lime mortar

Organic-inorganic lime mortars were widely used in many ancient buildings due to their good performance in some fields (such as caking property, water repellency, weatherability, etc.). However, many ancient buildings and sites are suffering from various degrees of damage with the development of the economy and society and appropriate conservation and restoration are needed. The application of traditional construction materials, such as organic-inorganic lime mortars, attracts more and more attention in the conservation and restoration of ancient buildings in the recent years. So, the understanding of the components of original lime mortar which remained in ancient sites is of fundamental significance. In this work a set of analytical procedures to identify the organic additives in lime mortars by classical chemical analysis is proposed. The results show that using iodine-potassium iodide reagent, Benedict's reagent, reduction phenolphthalein reagent, Coomassie brilliant blue and sodium periodate oxidation glycerin acetyl acetone method could effectively detect a small amount of starch, reducing sugar, blood, protein and fatty acid ester that remained in ancient buildings’ lime mortars, respectively. These analytical methods are easy to operate with low detection limit, high accuracy and some other advantages.     

Teachers’ perceptions and students’ lived experiences in Vocational–Technical subjects in a rural high school in Zimbabwe

This paper explores the construction of dominant models of gender among students in the Vocational–Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students’ daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.     

经验科学、意义理解与实践批判——思想政治教育学科知识的三重维度

思想政治教育学科发展30周年带来的学界评估表明,思想政治教育学科处于因国家学科政策主导带来的他律状态。按照现代社会科学哲学设定的学科知识规范,思想政治教育学科知识应该具备经验科学、意义理解和实践批判三重维度。以经验科学审视,现有思想政治教育学科知识存在着"宏大理论"和"抽象经验主义"两种极端现象;西方社会科学哲学关于实证主义与诠释学的论辩表明,思想政治教育学科知识应该既追求客观真理性,又要遵循意义理解的诠释学规范;现代社会科学应该在经验科学和意义理解基础上生成实践批判维度,而现有思想政治教育学科知识离此规范尚有差距。     

落实历史解释素养的教学实践探索

“历史解释”是历史学科核心素养之一。要坚持唯物史观指导下的科学分析、史料实证下的理性分析,以尊重人的主体作用为前提进行历史解释,促进历史解释思维品质的形成,激发高中生的自信心和历史使命感、责任感和奉献意识。