不要将社会主义和资本主义抽象地对立起来--列宁学习和利用资本主义思想新探

随着知识经济的发展,科技和人才已成为国际竞争的焦点.我们应对资本主义进行冷静思考,不能把社会主义和资本主义抽象地对立起来,再次丧失新的发展机遇.为此,我们必须一、大力贯彻科教兴国战略,这是通向知识经济的必由之路;二、必须奉行积极的"拿来主义",把科教兴国落到实处,从而实现21世纪中国经济的腾飞和民族的复兴.     

"以德治国"与共产党员的道德修养

江泽民总书记提出的"以德治国"方略,对于当今的社会主义建设具有重要意义.以德治国,必须从严治党,必须加强共产党员继承传统美德,体现时代特色的道德修养.     

《保险法》中代位求偿权条款存在的问题分析

我国现行《保险法》中保险代位求偿原则条款的规定是不恰当的 .除财产保险外 ,人身保险范畴内的意外保险和健康保险合同中 ,也应部份适用代位求偿权     

Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching

Students can generate teaching materials for others. However, solid evidence of the learning effect for the student creating the material is needed. This meta-analysis aims to explore current evidence of the learning-by-teaching potential effect on students’ learning of the content they teach. A total of 23 articles were included in the meta-analysis, providing 62 comparisons between an intervention in which students were required to create a teaching material and an alternative condition. Possible moderators were examined as well (i.e., product, educational level, content area, and access to source material). Results show statistically significant differences in favour of creating teaching materials when compared to business-as-usual or alternative interventions, with an overall effect of 0.17. However, the type of product and the access to source material significantly moderate the findings. Audio-visual and visual materials considerably outperform textual materials. Having no access to the source material is better than having full access to it. No publication bias was detected. However, the type of control group moderates the findings: creating teaching materials shows a significant effect when compared to nonbeneficial interventions rather than to other expected beneficial interventions. Nonbeneficial interventions refer to business-as-usual or alternative interventions that are not expected to influence the outcome much, while beneficial interventions are those that are known or expected to have a positive effect. The findings are discussed based on the different views on the underlying learning-by-teaching mechanisms. Limitations as well as implications for practice, policy, and future research are underlined.     

论民营企业“家族制”再创新

要研究民营企业家话制问题,首先要弄清民营家庭企业和家族制管理的概论。特定的发展条件决定了我国民营企业家族制成为一种普遍现象,但随着民营个萱变化和企业规模的扩大,家族制管理制度必须再创新。     

语文部编教材“交流平台”板块的教学价值和策略探析

教师在教学中要充分解读语文部编教材“交流平台”板块蕴含的语文因素,为学生提供方法指导,使学生在养成良好阅读习惯的同时不断提升语文核心素养。文章分析语文部编教材“交流平台”板块设计的意义,并对语文部编教材“交流平台”板块的教学策略进行探讨。     

专利权人自提无效宣告行为的过程机制——基于扎根理论的多案例研究

防范专利被宣告无效是专利风险管理的重要内容,但实践中却存在专利权人自提无效宣告这一“自陷风险”行为。为解释该现象发生的驱动因素、过程机理及行为效应,运用多案例研究方法诠释专利权人自提无效宣告的过程机制。研究发现：维护专利法律效力稳定性、消除权利要求歧义、解决权利要求重叠问题是自提无效宣告的主要动机;该过程经历了风险识别、评价及应对3个阶段,专利审查经历与经济收益促使权利人感知、发现及评价无效风险,专利制度限制则驱动权利人选择自提无效宣告应对无效风险,最终符合权利人预期的无效结果将扩大专利经济收益。研究结论弥补了专利风险管理领域的中层理论缺陷,为专利无效风险事前防范提供了新路径,同时也为我国论证建立授权后专利文本修改程序提供了证据支持。     

“做中学”教师培训对教师教学观的影响

本研究采用高凌庵等人设计的《教师教学观调查问卷》,分别对参与和未参与做中学教师培训的76位小学和幼儿园教师进行问卷调查,结果表明参与做中学培训的教师比未参与做中学教师培训的教师更倾向于采取互动发展式的教学方式,且小学教师比幼儿园教师更多地采用了互动发展式教学。这说明做中学培训项目对教师教学观产生了重要影响,采用不同的培训方式可能会促使教师形成不同的教学观。     

浅析学衡派“道德教化”思想的产生根源与理论得失

学衡派把中国近代危机归结于道德危机,提倡“道德教化”以挽救民族。“道德教化”思想的产生有其现实基础——功利主义盛行;亦有理论依据——人性二元论。“道德教化”思想呈现出明显的道德理想主义特征,却又点出了自我约束的必要性。     

多媒体教学对田径课教学的优化作用

本文就多媒体教学对田径课教学的优化作用,阐述了多媒体教学对于激发学生的学习兴趣,示范作用、观摩反馈、纠正错误动作舅培参学生在自学能力、思维能力和解决问题能力等方面的作用及应用中注意的问题。