AJAX技术及其在智能协作教学平台中的应用

文章主要介绍了AJAX的关键技术、运行原理和生命周期,探讨了在智能协作教学平台中的应用,将AJAX技术与系统中的JSF,Spring,Hibernate框架相结合,形成具有浏览器端与服务器端异步通信能力的新的系统框架,以提高系统的执行效率,合理利用资源。     

《吕氏春秋》：大有益于治道之书

《吕氏春秋》采撷九流十家学说之长,融合儒、墨、名、法等各家优选基因,阐明治国之道,为秦国强大和秦始皇统一中国作了积极充分的思想、化及舆论的准备。其充满智慧的科学人思想资源,对于我们当下的现代化建设仍具有借鉴意义。     

《春秋经传集解》对训诂学的贡献

《春秋经传集解》是魏晋时代一部重要的古籍注本,其训诂视角承袭汉儒,又有所发展变化,注重对历法、地理、人物、礼制的考释,并借此来深入阐释经传;重视探究经传的联系,通过经传相互发明,解《经》说《传》。《集解》释词说句全面承袭汉儒传统,又有所发挥,注重揭示词句在经传中的特定含义,前后勾连,以交代与被释词句相关史事的方式来帮助读者读懂经传。     

不精不诚,不能动人--评陈先平的《秋浦泉声》兼论当下散文的审美品格

<秋浦泉声>通过非常个性化的凡人小事的描写,织成一幅幅情事动人、色彩绚丽、富有张力的锦绣图画,让读者感受了美的情感,美的人生,美的信念,美的生活.当下文学创作的现实态势,影响并消解着散文的"形散神不散"、"意境深邃"等审美传统和经验,使散文的审美品格发生了变化,它不在乎其叙事话语的大小,而在于有无思想的力量、人格的力量和整合的力量.     

春秋战国与古希腊的"法治"思想之比较

春秋战国大变革时代,百家争鸣,法家所倡导的法治思想得到了统治阶级的重视并加以推行,而同一时期的古典希腊在民主政治的改革中也产生了法治思想,后成为西方法治之源。但由于具体历史背景的不同,东西方的法治在本质上也就存在着巨大的差异。文章首先分析了各自的特点。然后从内容、产生的主要原因上加以比较。通过比较,我们可以看到东西方法治的本质和对社会发展进程的影响。     

例谈语文美育教学

审美因素的客观存在为数师尤其是文学教师提供了新的课题内容。教师应该结合教学实际,引导学生从美的因素入手认识美感的本质,进而作出审美判断,并最终受到审美教育,以激发对文学的兴趣,提高对美的鉴别和欣赏能力。     

《吕氏春秋》的文化统一观刍议

综观《吕氏春秋》的研究,古代较为萧条;晚近有所起色,今世日趋繁荣.但就对《吕氏春秋》的文化观与政治理想二者关系的研究,则较为阙如.文章即借用"文化哲学"和"文化—心理结构"范型来研讨其文化统一观.     

崇高悲壮的战歌——读刘忠华的《春悸》

《春悸》是一部描写抗击非典的好诗，它能把政论与抒情紧密结合，同时也把情、理、象交融，使长诗显示了雄浑、悲壮和崇高的艺术风格。但是长诗也有不够凝炼之嫌，有些章节显得较松散。     

“You have betrayed us for a little dirty money!” The Prague Spring as seen by primary school teachers

This study focuses on the everyday operation of primary schools in Czechoslovakia during the so-called Prague Spring and the subsequent communist political clampdown after the invasion by the Warsaw Pact forces. The authors focus primarily on the experiences of teachers, how events in this complex period affected their professional lives, and how the renewal of totalitarian power was reflected in their work. The research is based on oral history as a method which enabled us to acquire unique knowledge concerning the work and life of teachers in the period under study. Findings from extensive archival research are also an important part of the research. These show that during the Prague Spring, as in Czechoslovak society as a whole, the socio-political climate in primary schools relaxed and communist power weakened, as reflected both in school operation and in-class instruction. After the Warsaw Pact invasion in August 1968, the regime became stricter again in schools and elsewhere (similar to before the onset of the Prague Spring). This was manifested especially in the constant control of teachers’ activities during the Prague Spring, in their persecution, and through the increasing emphasis on ideological aspects of teacher training and pupil formation through instruction.     

Practical teaching programme online:: Overcoming communication issues (Learning from the experience of PKPG Teaching Practice website in UNIMAS)

A teaching practicum module is normally the learning activity that obligates student–teachers to be sent to different schools and localities, to experience teaching, or be trained in the real-world environment. Because of geographical boundaries, often times peer-to-peer and student–instructor communications are complicated and hard to manage. This has been a perennial problem for all teacher training schools, be it in local teacher training colleges or teacher education programs at the universities in Malaysia. One solution employed by the teacher education programme at Universiti Malaysia Sarawak (UNIMAS) is by using a Web-based learning environment. Student–teachers are now able to meet and discuss issues and challenges that they faced, thus overcoming geographical limits. As they are able to act and solve problems at Internet speed, many thrive on ideas and suggestions provided by the online community. This paper reports the numerous advantages obtained by the employment of a Web-based learning environment as a tool in overcoming communication problems faced in the traditional setting of a practical teaching programme. An unexpected outcome was also noted amongst the non-contributors to the discussion online whom the author called the silent participant. Nevertheless, for many of us involved in teacher education, the possibility of a web-based ‘communication site’ during a practical teaching course is a dream come true.