抗战初期中国知识界关于文化发展方向的探讨

1937年7月，抗日战争全面爆发初期，面对空前严重的民族危机，中国知识界开始探讨中国文化的发展方向，掀起了关于文化问题的反思和讨论。知识界关于文化问题的讨论，不仅有力地促进了抗战文化运动的兴起和发展，而且为中国共产党新民主主义文化理论的形成奠定了一定的基础。     

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

This paper documents trainees’ ‘flight turbulence’ as they negotiate the complexities that lie between ‘the self’ and the securing of Early Years Teaching Status in England. Early Years Teachers, besides teaching, are expected to lead improvements to the quality of provision. However, drawing on interview data, an impasse is discerned where ideas meet instrumental policy in practice. Trainees are often unable to reshape the meeting of theory, policy and practice, and struggle in finding teaching approaches which they are comfortable with ethically. Drawing on Holland et al.’s concept of ‘figured worlds’, it is suggested that the development of theory-informed practice should not be seen as a solitary task for the student but as a dialogic though difficult conversation involving the student, university staff and placement practitioners. Dialogism is seen as requiring persistence but as offering opportunities for beginning early years’ teachers, with support from teacher educators and experienced practitioners, to negotiate the challenging spaces between policy, theory and beliefs as they seek to construct, deconstruct and reconstruct ethical professional identities for themselves.     

浮法玻璃退火的热应力及其分析

浮法玻璃退火的目的是消除或减小玻璃中的热应力。本文从热应力的基本概念出发,分析讨论了热应力的起因、分类和特性,为正确制订浮法玻璃退火规范提供了理论依据。     

Richardson外推法的证明及其在数值计算中的应用

本文给出 Richardson 外推法在理论上的—个新证明;并编制出外推法用在计算数值积分和微积分方程初值问题数值解上新的通用算法.实际计算表明新算法具有算量少、收敛快、精度高等特点.     

The preparation of pre-service student teachers’ competence to work in schools

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.     

社会主义初级阶段并非"卡夫丁峡谷"

社会主义初级阶段，是特指我国在跨越了资本主义社会后建立起来的社会主义社会的初期阶段；“卡夫丁峡谷”是指资本主义社会形态；建立社会主义市场经济体制、发展商品经济，解决的是社会主义如何“利用”资本主义的问题，而不是如何跨越“卡夫丁峡谷“的问题。     

The Use of Reflective Journals in Initial Teacher Training

The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal.     

工业社会里的望夫石--重读席慕蓉诗作

台湾诗人席幕蓉因着对生命的体验和感激，形成了自己独特的充满温情与感恩的诗境。其诗内核是悲剧性的，因为诗人懂得生命的残缺，了解人力的有限。但是，诗人并不为此悲观，相反，她追求着残缺中的完满。而向善向美是人类所追求的终极价值，只是在我们身处的这个几乎一切都可以复制的工业社会的消费文化中，心灵是如此容易生茧。因此，席幕蓉将自己站成望夫石的姿态，以爱情为假托，唤起读者温柔、绵软、纤细的感情，坚定读者对人类永恒价值的信仰。     

Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees

Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.     

Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria

This article foregrounds the experiences of female trainees on a scholarship programme for initial teacher education aimed at increasing the number of qualified female teachers from rural northern Nigeria, and boosting female pupil enrolments. Challenging conditions in colleges of education, including curricular shortcomings, overcrowding, limited resources and inadequate learning support were compounded by non-academic factors – especially financial, and gendered constraints. Collectively, they threatened student retention, learning and attainment, and the programme’s gender equity goals. Findings highlight the need to move beyond increasing numbers of female student-teachers, to improving quality in teacher education, paying attention to out-of-college conditions too.