论曾国藩、李鸿章的外交策略

国藩、李鸿章都是中国近代外交史上较重要的人物。他们在与列强交住的过程中,采取了诚信待夷和以夷制夷两外交策略。在这方面,李鸿章深受曾国藩的影响。     

苦肉计的谋略艺术──三国百计评析

文章对《三国演义》中的苦肉计,从军事谋略及心理学方面进行了综合分析,认为苦肉计能成功的关键：是自己残杀,骗取敌方指挥官的信任,乘机发起突然袭击,大败敌兵。     

制谜与揭谜——宋元话本中公案小说的叙事特征谦论其善恶观

本文考察了宋元话本———公案小说中一种特别的叙事结构 :制谜 (隐藏作恶者 )与揭谜 (揭露作恶者 ) ,以及凝结在这种叙事结构中的人性善恶。力图在简洁的分析中阐明这种叙事结构与人性善恶所具有的文学和文学史意义 :早期中国通俗白话小说在总体不免粗糙的情况下 ,实已在局部发展出了某种具有一定水准的小说观念及小说形式。同时 ,将他们在把握现实生活和人性世界时所体验观察到的复杂内容与其小说形式结合为某种整体 ,从而在文学和人性的历史发展中写下不能忽略的一页     

首都体育学院图书馆主页的设计与制作

以首都体育学院图书馆为例，介绍图书馆主页的设计与制作过程，指出了设计与维护网页过程中应注意的一些问题。     

新型教学模式的研究和探讨

随着高等教育事业的发展,新型教学模式的研究和实践已经成为我国高等教育教学改革的热点。本文分析了英国密德萨斯(Middlesex)等大学采用的小组协作学习的教学组织模式,分析了其研究性教学的内涵和具体的实施环节,对其进行了探讨,以期对国内高等教育,尤其计算机专业大学生所必需具备的团体协作能力和意识的培养起到促进作用。     

Big data management in healthcare: Adoption challenges and implications

The computerized healthcare information system has undergone tremendous advancements in the previous two decades. Medical institutions are paying further attention to the replacement of traditional approaches that can no longer handle the increasing amount of patient data. In recent years, the healthcare information system based on big data has been growing rapidly and is being adapted to medical information to derive important health trends and support timely preventive care. This research aims to evaluate organization-driven barriers in implementing a healthcare information system based on big data. It adopts the analytic network process approach to determine the aspect weight and applies VlseKriterijumska Optimizacija I Kzompromisno Resenje (VIKOR) to conclude a highly appropriate strategy for overcoming such barriers. The proposed model can provide hospital managers with forecasts and implications that facilitate the withdrawal of organizational barriers when adopting the healthcare information system based on big data into their healthcare service system. Results can provide benefits for increasing the effectiveness and quality of the healthcare information system based on big data in the healthcare industry. Therefore, by understanding the sequence of the importance of resistance factors, managers can formulate efficient strategies to solve problems with appropriate priorities.     

师范生网络教育资源平台建设研究*--南阳师范学院实践的视角

该文重点阐述了教育信息化进程中师范生网络教育资源平台建设的现状及存在的问题,依据市场需求,结合师范生职前职后专业成长特点,对平台进行了功能模块化设计,建设以人力资源和教学性资源以及过程性资源为主的网络平台。通过实践和应用,平台的实用性与针对性切实有效,师范生专业素养提升较快。     

《西游记》中的“定身法”“大闹天宫”等素材源于《抱朴子内篇》

《抱朴子内篇》属重要的早期介绍神仙方术、养生延年、禳邪却祸的神仙道教经典,对元明时期的全真道教产生了深远影响。而百回本《西游记》阐述全真教＂金丹大道＂是不争的事实。因此,《抱朴子内篇》与百回本《西游记》的关系极其密切。孙悟空的主要本领以及大闹天宫、取经的最终结局等都可在《抱朴子内篇》中找到素材来源。     

Developing a Pedagogy of “Making” through Collaborative Self-Study

We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the enactment of the principles inspired by the maker movement in the classroom to foster learners who operate as innovators, creators, sharers and givers of knowledge, tools and technologies. The purpose of our self-study research is to describe, interpret and analyze how our pedagogies of teacher education and our critical friendship have changed and developed as a result of providing experiences for teacher candidates in our maker pedagogy lab. In this project we use self-study methodology to investigate our teaching and practices, and we dialogue about our tacit and personal knowledge as it contributes to the knowledge and understanding of our teaching through Maker Pedagogy. In particular, the emphasis is on critical collaborative inquiry through critical friends and on dialogue as a valued component of our research. Of particular interest were data in the video recordings of each lab that indicated that one or both of us had reframed our understanding of maker pedagogy. The findings are framed as three themes that document what we are learning about Maker Pedagogy through teaching teacher candidates. These are (1) the value of self-study methodology, (2) Maker Pedagogy as distinct and (3) deepening our pedagogies of teacher education.