Continuing professional development in the Greek early childhood education system

Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the ‘Didaskaleio’ training institute. Results showed that although Greek early educators express a positive attitude towards CPD, there are certain contradictions in their views regarding the way they perceive CPD and their expectations regarding CPD activities. Results indirectly reflect the changing context, the systemic weaknesses and the antinomies of Greek early childhood education.     

中央苏区时期毛泽东的民生思想探源

中央苏区时期毛泽东对民生问题的思考、有关论述以及践行蕴含了极为丰富的民生思想。尽管这一思想是以后才明确丰富起来的,但在中央苏区时期就显出其雏形。它的产生有着深厚的历史、理论和实践渊源：以我国传统文化中的民本思想为历史之源;以马克思主义唯物史观为理论之源;以科学总结我国革命斗争经验为实践之源。     

陈子谦电影场景中歌台构建的意义--以《881》《12莲花》为例

本文选取新加坡导演陈子谦《881》与《12莲花》两部电影,以歌台为切入点,分析歌台在电影中的建构以及其所承载的主题、性质。通过时间空间所呈现的独特性,导演表达了对传统新加坡文化的怀念,并试图重新唤起人们对歌台文化的关注与喜爱。但在对歌台怀旧书写的同时,在不同程度对歌台文化却起到消解的反作用。因此,如何保护歌台文化仍是一个亟待思考的问题。     

过往绩效与公司风险投资:高管政治网络的调节效应

本文基于展望理论探讨过往绩效与公司风险投资的关系,接着从威胁-刚性理论出发讨论高管政治网络-经济转型背景下对企业具有特殊意义的一类社会网络-对于过往绩效与公司风险投资关系的影响。研究发现:(1)过往绩效对于公司风险投资的影响是负向的;(2)高管政治网络对上述两者的关系具有显著的正向调节作用。这一结果表明单一的理论视角难以全面解释公司风险投资的动因,将展望理论与威胁-刚性理论结合能增进我们对这一现象的理解。本文探索了展望理论的边界条件,并深化了展望理论在组织层面研究中的运用。     

略论“诠释学”在《曲式与作品分析》课程教学中的运用——以格里格《阿尼特拉舞曲》为例

以格里格的《阿尼特拉舞曲》为个例,探讨"诠释学"在《曲式与作品分析》课程教学中的运用。通过乐谱的本体技术性分析,融入诠释性的语言,描述该作品的艺术表现,揭示深层次的文化内涵,从而提高学生的学习兴趣及对音乐作品的理解能力。     

现代洞穴的哲人之思与超越之途——艾伦·布鲁姆大学思想解读

布鲁姆将现代民主社会看作人类洞穴处境,其中的民主、平等、自由等权威意见的不可侵犯导致了大学的封闭和野蛮化,并遗弃了教育的真正目的.要想解决大学的危机,一是要通过思想史研究批判地理解现代视域的局限与来源,并回到古代视域中寻求自然正当;二是要通过以阅读希腊古典著作为核心的自由教育,接续哲学探索的传统,以超越现代洞穴,实现人的整全和良善的生活.而在实践中,对哲学、自由教育与政治关系的思考和处理将会是成败的关键.     

English Vocabulary Teaching Based on learners’Acquisition

Vocabulary is very important in language study, but it is not easy for students to learn efficiently. This essay first has a deep insight into the acquisition by learners, and then gives some ideas a...     

高素质市场营销专业人才培养的基础与保证

章针对中国市场营销专业人才培养方面存在的问题，从优化教学计划、进行课程结构与教学内容的调整、加强营销实践、建设高素质师资队伍与提高教师的学术水平等方面，论述了高素质市场营销专业人才培养的基础和保证。     

Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system

Background: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterion-referenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment.     

非洲反贫穷的困境与中国扶贫模式植入的路径

中国是世界上最大的发展中国家;而非洲是世界上发展中国家最集中的大陆,也是贫穷国家最集中的地区,贫困人口约3.8亿。因此,做好非洲的反贫困工作既是非洲各国的责任,也是先发国家应尽的义务。改革开放以来,中国已经取得了扶贫的伟大成就,为世界反贫困积累了宝贵经验,探索出许多新模式、新经验,赢得了包括联合国开发署在内的一些国际组织和国家的高度评价。文章从人类文明成果分享的视角,通过对非洲反贫穷的困境解析、中国扶贫成就的世界意义梳理,构建起中国扶贫经验植入非洲的路径。这不仅有助于拓展中国履行国际主义义务的新思维,提升国家形象,形成中国扶贫理论的国际话语体系,而且也可以为实际工作部门提供理论支撑和实践参考。