韩国中学GIS教育的状态及相关大纲研究

我国大部分中学地理教师应该在地理领域里引入G IS,但是他们对G IS并不了解。现在中学教育中有G IS内容,但还不够完善。由于硬件或软件等G IS环境的不完备,教师对G IS知识了解不够全面。地理课时间不足与地理课程教学大纲相关。G IS教育不兴的原因有:第一,按照国家教育共同基本科目、一般选修科目、深化选修科目等要求,对G IS学习目标划分不清;第二,没有按照各共同基本科目、一般选修科目、深化选修科目的学习内容水平分等级;第三,因为在独立的单元里同时运用G IS概念和应用,所以G IS教育的灵活运用受到了限制。     

中华全国基督教协进会与抗战时期难童救济

抗战时期,难童作为一个特殊的群体引起了上至国民政府,下至各种民间组织的积极关注,难童救济逐渐展开。中华全国基督教协进会作为一个在华各差会的协调机构,发起全国四十余城的战时难童救济事工,成为各种难童救济组织中一股特殊的力量,也是其在华慈善事业的一个重要组成部分。     

留洋学者与南雍学术

在南京高等师范学校、东南大学时期,学校的学术研究极为活跃。究其原因,主要是占全校师资三分之二的留洋学者发挥了中坚作用。南高、东大作为“中国科学社的大本营”,“展开了中国科学的奠基工作,成为中国科学发展的一个主要基地”。以留洋学者为骨干的“学衡派”主张“昌明国粹,融化新知”;参与创办《新教育》,为中国教育界开辟了一条研究、借鉴西方教育的重要渠道;竺可桢、熊庆来、秉志、茅以升、胡刚复等一批科学大师将西方现代科学引进国内。     

中学物理新课程教学理论与学生创新能力的培养

本文结合新课程教学理论与物理教学的发展，指出在物理教学中应加强学生创新能力的培养，并结合物理新教材的实验教学，论述了中学物理创新教育的理论和方法，以及培养学生的创新能力的途径。     

国家助学贷款政策的制度性缺陷及其改进

我国国家助学贷款风险大、执行难的根本原因在于现行助学贷款政策未能建立有效的目标导向机制及合理的风险分担机制。有效的目标导向机制应有助于银行商业目标的实现和各种金融手段的充分利用；合理的风险分担机制要求按照“谁受益谁付费”原则，由助学贷款相关各方共同承担责任，合力规避贷款风险。     

The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.     

论修女对西欧中世纪文化的贡献

西欧中世纪的修女院同男修道院一样,是当时的文化教育中心,受到系统教育的修女们在文化领域取得了一定成就,主要表现在:从事教育和传教事业;抄写手稿,装帧书籍,保存文化典籍;著书立说,其作品包括神秘主义著作、书信、戏剧、诗歌、音乐等。修女们之所以能取得这些成就,既与当时的社会大环境有关,也源于她们献身上帝、服务他人的信念和个人的天资与努力。     

Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice

This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people.     

A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.     

三十年代中国现代诗派象征诗学中的意象阐释

中国三十年代现代诗派带有鲜明的象征美学特征,用象征美学追求主观世界的客观化和思想的知觉化,在实践品格中,从对诗歌意象的选择中去诠释象征性意蕴,在纷繁的意象的汲取中去建构中国化的象征诗学,呈现出独有的美学风范和审美思路。