Reimaging Public Libraries as Learning Communities: What Library Stories Can Tell Us

This article describes a study conducted in York County, Pennsylvania, on its countywide library system framed within the context of the statewide “Reimaging Libraries” Get Storied initiative, developed and marketed by organizational story consultant, Michael Margolis. Understood as an essential aspect of culture re-imaging and change, narratives were collected from library personnel by undergraduate students at Pennsylvania State University-York as part of a service-learning initiative (directed by the first author). Working closely with the library district consultant (second author), we assess the success of the initiative and make some recommendations for culture reimaging through the practice of storytelling.     

基于OBE理念的二外日语混合式教学改革与实践

为了培养具有创新思维和能力的复合型外语类高素质应用型人才,基于OBE理念采用混合式教学模式,提出课堂、作业、考核等方面的改革措施,对英语专业二外日语教学进行改革,取得了较好的教学效果,实现了教学效果和学生学习积极性的同步提高。     

周恩来对知识分子工人阶级属性的认定和坚持

周恩来是中国共产党内始终认定并坚持知识分子工人阶级属性的典范。他不仅在建国前夕就已认定知识分子"是工人阶级的一部分","工人和职员都是工人阶级",而且在1956年的知识分子问题会议上代表党中央郑重宣布知识分子的"绝大部分已经成为国家工作人员,已经为社会主义服务,已经是工人阶级的一部分","知识分子已经成为我们国家的各方面生活中的重要因素"。对知识分子的这种定性定位,为中国共产党在社会主义时期制定并实行正确的知识分子政策莫定了坚实的理论基础。尽管后来由于种种复杂的原因,党对知识分子阶级属性的认识发生扭曲,知识分子政策也随之发生严重失误,但周恩来依然坚持知识分子工人阶级属性的正确观点,千方百计地保护知识分子,并抓住一切有利时机,努力为知识分子"正名",重申知识分子的工人阶级属性,为从根本上解决知识分子问题创造条件。周恩来在知识分子工人阶级属性问题上的坚持和努力,不仅充分展现了他的坚定的马克思主义者的伟大风范,而且在一定时期、一定范围内避免了党的知识分子政策的更大失误。     

Judgment‐Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof

The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state educational agencies regarding past and ongoing involvement of teachers in scoring‐related activities as of 2001, and interviews with educators who served a decade or more ago for one state's innovative performance assessment program. That evidence reveals that the impact of scoring experience on teachers is more provisional and nuanced than has been suggested. The author identifies possible issues and implications associated with attempts to distill meaningful skills and knowledge from hand‐scoring training and practice, along with other forms of teacher involvement in assessment development and implementation. The paper concludes with a series of research questions that—based on current and proposed practice for the coming decade—seem to the author to require the most immediate attention.     

论图书馆工作应以读者为本

读者的要求是图书馆发展的动力,随着现代文明的不断发展,“以读者为本”的办馆思想,将逐步融于图书馆的各项工作之中,成为引领21世纪图书馆发展的新理念。     

浅析档案管理以件为单位的利弊

传统的文书立卷方式存在两大缺陷,即人为因素过强,工作效率低.对立卷方式进行变革,废弃目前通行的立"卷"而采用以"件"为保管单位,具有省时高效、便于文件的保护、利用、增补、鉴定和销毁的功能.     

以人为本 人格本位——高校思想政治教育的向度

中共中央、国务院发出的《关于进一步加强和改进大学生思想政治教育的意见》着重强调,高校思想政治教育工作要坚持以人为本的科学发展观。近年来,以人为本已成为人们挂在嘴边的口号,但人们并未走出以人为本思想认识的峡谷。文章从另一视觉对人格本位与以人为本之间的关系进行了深层次剖析,以期改进高校思想政治教育工作的方法和增强其实效性。     

"以学生为中心"理念在大学英语课堂中的应用

以学生为中心的教育，实质上就是要求教育者从学生的角度出发思考问题，充分考虑学生的兴趣、爱好、需要等，在教学过程中以学生的活动为主，教师只起一个帮助者的作用。人天生的潜能是积极的，只要后天提供一定的有利条件，这些潜能就会自然而然地释放出来，潜能就能得到实现。本文结合自己的教学实践，对于如何开展“以学生为中心”的教学方法进行了探讨。     

神话与科学之间：作为神的电影明星——一种新的神话视野

作为外在世界反映的上帝形象已经开始慢慢弱化了。外在世界已经更多地被认为是一种自然现象而并非由超自然力量主宰，它可以用自然法则来解释。很多学者认为，正是科学的兴起引发了宗教的衰落，而随着宗教的衰落，神话也渐渐衰落了，至少那种认为这个世界是由神控制诸如此类的神话已经不再像以前那样流行了。这就是神话与科学的关系起源。围绕这一关系，从电影明星出发，论文开拓了新的神话视野。     

Narrative accounts of US teachers' collaborative curriculum making in a physical education department

Through the use of narrative inquiry, this research study explores the collaborative curriculum making experiences of six teachers (three males; three females) in one physical education (PE) department in an urban middle school in the U.S. Collaboration; as defined in this work, this has to do with teachers’ voluntary interactions and their shared decision making in support of common goals. Where curriculum making is concerned, it refers to interactions between and among the four commonplaces of curriculum (teacher, learner, subject matter, milieu). The paper features the perspectives of the department head (female), experienced teachers (male and female) and teachers new to the profession (male and female). The narrative accounts of the individual teachers are set against the backdrop of the PE department with which they identify and within the storied history of the school in which they work. The story constellations representational form conveys the interrelatedness of the narratives and instantiates the teachers’ experiences of collaborative curriculum making. In the final analysis, this research enterprise makes a major contribution to the study of PE as well as to education generally. To date, no inquiries have focused on the collaborative curriculum making of teachers lodged in a PE department in one school context, despite collaborative curriculum making most closely reflecting how PE teachers typically approach the teaching task due to shared classrooms/gymnasiums/fields and the communal use of equipment.