21世纪中国旅游地理课程教材建设探索与实践

21世纪中国旅游地理课程教材建设是在中国现代旅游业持续快速增长、中国旅游科学研究不断深入．中国旅游教育稳定发展的背景下进行的。其课程思想观念、结构体系、知识内容等方面．者都应该个有时代的先进性和创新性、面向问题的针对性和实用性以及功能上的教育性和教学性等特色。但21世纪中国旅游地理教材建设同样面临着超前性与滞后性、学科性与兼容性、认识性与客观性等值得深入探讨的问题。     

面向21世纪 构建创新型师资培养模式

从分析传统高等师范教育存在的弊端和问题入手，指出改革高等师范教育人才培养模式的必要性，提出了在培养目标、培养规格、培养过程、课程结构体系、教学内容与手段，教学管理诸方面深化改革的具体方案，构建了面向21世纪创新型师资的培养模式。     

21世纪人文地理学教材理论体系革新研究

中国与英美国家的人文地理学教材理论体系的相同性主要是人文地理学教材在哲学方法论、基础理论、应用理论等方面含有共同的理论；其差异性则表现为人文地理学教材在理论体系结构、哲学方法论、基础理论、应用理论方面的不同。在此基础上，创建了21世纪人文地理学教材的理论体系模式(理论体系框架)。     

21世纪编辑必备的智能结构

智能是一种认识能力，是人们在认识过程中形成的稳定的心理特征的综合。编辑的智能结构是编辑在创造性劳动中所必需的稳定的能够产生新思想、新发现和创造新事物的智能水平和独特的智能特征。21世纪将是一个全新的信息时代，作为传播和创造新知识、新科学的编辑，必须构建适应时代要求的智能结构，才能做好编辑工作，完成历史赋予的使命。     

Missing voices and possible dialogues: problems and possibilities for teacher education

ABSTRACT

Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.     

贯穿于东北抗联第一路军发展史中的三条主线(上)

统一战线工作，根据地建设和武装斗争，是制约东北抗联一路军发展的三个主要因素，是贯穿于东北抗联一路军发展史中的三条主线。这三个主要因素，三条主线互为条件，互相促进。其中，根据地建设为抗联一路军的武装斗争提供了重要依托，统一战线工作为抗联一路军的武装斗争壮大了力量，抗联一路军的武装斗争则直截沉重地打击了日本侵略。抗联一路军在其历史上长期取得的辉煌和后期遭受的挫折，都可以从这三个方面得到说明。     

21世纪中国旅游地理课程教材创新优化研究

中国现代旅游业已进入21世纪发展创新阶段，其旅游地理理论也获得了创新发展，具有创新实质的中国“新世纪高等教育教学改革工程”也早已启动。服务于国民经济主战场的21世纪中国旅游课程教材，就在这样的背景下同样面临着创新优化问题。为此必须明确目标、准确定位，符合这一时代发展的总体走势。而且首先要求实现教育思想和观念的转变，并应在版式结构、内容体系、理论、方法等方面进行全面创新优化。     

21世纪传统阅读行为的社会学意义

2l世纪电脑多媒体技术将对传统阅读行为形成更大的冲击，但传统阅读行为在影响人的精神、思维、想像力、综合素质等方面仍将具有不可替代的重要作用。     

21世纪初国外希腊神话研究印象

进入21世纪，希腊神话研究在西方学界再起热潮，大量的研究专著和论文出现，各种理论和方法相继被用到古老的神话文本的解读和研究之中。从不同的理论和方法来审视希腊古典神话研究，大致有以下几种趋势：主题学研究、人类学或者宗教人类学研究、哲学研究、借助考古学的考据派研究和谱系学研究。     

Use of comics to enhance students’ learning for the development of the twenty-first century competencies in the mathematics classroom

Abstract

This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (1) several sets of comic strips expounding all related mathematical concepts in a lively way; (2) tiered practice questions for learning reinforcement; and (3) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and 11 students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies.