论“传者本位”与“受众本位”的内在张力

“传者本位”和“受众本位”是媒介新闻传播中的两种理念,二者之间存在着相互对峙、抗衡和渗透的张力,造成了新闻传播现实语境中各方力量的此消彼长。而在“传者本位”和“受众本位”之间保持必要的张力,不但可以开阔新闻传播的视角和思路,丰富新闻传播的内容和方式,同时也有利于促进新闻传播的健康发展,实现传媒社会效益和经济效益的统一。     

毛泽东民本思想的当代解读

毛泽东民本思想不同于中国古代的民本思想,其核心在于保障人民群众的根本利益。在当代中国,毛泽东民本思想依然有其特殊价值,它有助于我们认识当代农民问题的严重性;有助于我们理解并践行"以人为本"的价值原则;有助于我们深刻反思当代中国之"官僚腐败问题"。当然,它也有一定的局限性,我们应当在认识其局限性的基础上挖掘其对当代中国社会主义建设的启示。     

试论学生主体地位及其确立的策略

建立符合素质教育要求的基础教育课程体系，需要正确看待学生的地位，树立新的学生主体观念。确认学习者的主体地位是新课程改革的重要理念，是教育现代化的需要。而要真正确立学生的主体地位不仅要发挥学生的主观能动性，也应发挥教师的积极作用。     

英语主体性教学与学习者自主能力的提高

学习者自主是英语主体性教学的重要特征。英语主体性教学与学习者自主的内在联系体现在基本内涵的相通性、教育功能的融合性、教学目标的一致性。培养和发展学习者自主能力,必须创建主体发展的教学环境:一是尊重学生的主体地位和主体人格,确立学习者自主的教学理念;二是创建主体性学习环境,发挥学生学习的主动性和能动性;三是优化主体性教学方法,提升学习者自主能力。     

基于“以人为本”理念的职校教师培养举措

规划教师培养应成为职校“育人”计划的重要组成部分。职校应采取体现“以人为本”观念的举措把教师推到自身发展的最好端口;让教师生存于备受关注的最佳状态;让教师工作在压力适度的最美环境,从而促成职校的健康发展。     

应用城市空间商业街设计浅析——天津和平路、滨江道商业街设计调研

通过对天津和平路、滨江道商业步行街的调研,从步行街的历史变迁、以人为中心、提供多样化的活动场所与空间感受、体现城市历史文化风貌、空间序列与尺度和内部环境设计元素等方面浅析天津商业步行街的空间设计手法。     

How much is it going to cost me to complete a collection of football trading cards?

Trading cards for various sports and a range of other subjects such as architecture, animals, hobbies, and war have been in existence since the late nineteenth century and still enjoy great popularity. Two of the most prominent examples are baseball cards in the U.S. and football cards in Europe. Three strategies for collecting European football trading cards were investigated for two different groups: either a single collector or two collectors joining forces. An activity is proposed in which students use a simulation to compute the factor by which the number of trading cards bought exceeds the number to be collected. This enables them to estimate the expected costs of completing a collection of trading cards. The overall expected costs vary considerably, depending on the strategy used. Savings for a team of two collectors as opposed to a single collector are indicated.     

The Illusion of Inclusion

Abstract

CSWE standards pertaining to diversity have been criticized for being vague and impotent (Hooyman,1995). A pattern in social work education of “diversity by numbers” has emerged in which the emphasis is placed on the representation of certain groups on the faculty, the staff, the student body, and the curriculum. There exists an illusion of inclusion, in which the curriculum, personnel and students are desegregated. However, the school's culture has yet to be transformed to the stage of institutional development in which equitable treatment for all members is a primary goal and diversity is a driving force which permeates organizational life. This analysis explores the challenges associated with conceptualizing and infusing diversity, specifically as it relates to race and ethnicity, throughout social work programs. The symbolic interactionism theoretical perspective is used to interpret the experiences of African American faculty in predominately white schools of social work. An African-centered perspective of organizational functioning is suggested as a strategy to transform the illusion of diversity into a reality in social work education.     

Developing teachers’ pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach

ABSTRACT

This collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly collaborative group meetings, and 3 90-minute interviews per teacher. Culture, values, beliefs and professional background were critical for the development of the teachers’ pedagogical identities in the process of learning to use a SCIC approach within a community of practice. These experiences created for some, places to further develop their ideas about teaching, whereas for others they caused great discomfort and a sense of personal loss. The CoP facilitated the development of the teachers’ pedagogical identities, changing positionalities, and negotiating culture, values, beliefs and professional backgrounds.     

人本视角下的数字记忆:“人—记忆—技术”三位一体理论框架构建与启示

数字记忆的出现是为了应对数字时代记忆载体消失、记忆内容过载、记忆意愿降低所造成的“社会性失忆”危机。目前数字记忆领域强调采用数字技术加强记忆保护,主要聚焦于记忆载体与记忆内容方面的问题,却忽视了记忆主体——人的重要性及其所面临的困境。本文从心理学、历史学、社会学、传播学、计算机科学等学科提取基础理论中的人本视角,构建了“人—记忆—技术”三位一体的数字记忆理论框架并探讨其演化趋势,针对未来的数字记忆实践提出了选择性激活、多样化采集、参与式开发、多感官呈现、情感化体验、创造式传播等启示,希望能为数字记忆领域提供多学科融合的理论创新发展路径,促进以人为本的数字记忆项目建设和发展。图2。参考文献57。