学习新课标寻找新纽带——“数学日记”教学之我见

依据《数学课程标准》所体现的教学思想,在数学教学中,结合学生的生活经验,开展“数学日记”活动。从孩子们写的一篇篇数学日记中．我们不难发现．让他们在生活中学数学、用数学,远比在书本中“咬文嚼字”学得更生动、更深刻。     

周记,沟通师生心灵的桥梁与纽带

周记,是沟通中学语文教师和学生心灵的桥梁。通过周记,学生可以自然而然地表达自己的喜怒哀乐等情感,提出生活与学习过程中遇到的种种疑问与困惑;与此同时,教师通过批语、回复提问等方式,解答学生提出的各种疑问和帮助学生处理遇到的人生困惑。     

西方日记体小说的形成及其发展走势

日记体小说是与传统小说相对应的一种小说类型。打破传统小说的情节模式,重塑个体与社会的关系,是西方日记体小说形成的主要动因;将小说的公共性与日记的私密性融为一体,从公共表达空间进入私密表达空间,是日记体小说独特的表现手法。得益于这种独到的表现手法,西方日记体小说伴随西方两次文艺运动发展和兴盛,逐渐形成为一个重要的小说种类。     

Are daily intergroup interactions distressing? An end-of-day diary study of associations between daily intergroup interaction proportion and psychological distress/well-being

Laboratory-based studies show that intercultural interactions often cause people to feel stressed and anxious. However, we know fairly little about how intercultural interactions unfold outside of the laboratory. The present study examined associations between the proportion of daily intercultural interactions among 97 university students and their daily distress as well as daily well-being, using a 21-day end-of-day diary design. Overall, on days where participants had a larger proportion of intercultural interactions compared to their habitual level, they reported more psychological distress, with a small effect size. This association was similar for participants with majority status and for those with minority status. Daily proportion of intercultural interaction was unrelated to daily psychological well-being. We also observed no associations between daily intercultural interaction proportion and distress/well-being across days (using lagged analyses). This work extends laboratory-based findings that intercultural interactions are taxing to unstructured naturalistic settings.     

新型原料奶生产组织形式“奶联社”的经营模式探讨

中国原料奶生产效率滞后的根本原因在于奶牛饲养技术落后,而饲养技术的提高必须通过原料奶生产组织形式的改变来实现。笔者在介绍和分析奶联社模式的基本机制基础上,结合奶业及中国奶业的特质,利用比较分析的方法,从经济规模效应、内生交易费用等理论角度对奶联社模式是适合提高中国奶牛饲养技术和提高中国原料奶品质和生产效率的最佳原料奶生产组织形式进行了论证和分析。最后对如何推广奶联社模式进行了探讨。     

从清帝退位到洪宪帝制——《许宝蘅日记》中的袁世凯

新近出版的《许宝蘅日记》堪称反映清末民初北京政治和社会风俗的资料宝库。许宝蘅清末任职军机处、承宣厅,民国初年又任总统府、国务院秘书,长期活动于政治中枢,对袁世凯在光绪帝、慈禧太后去世、辛亥清室让位、民初获取大总统职位的活动均有记载。在新旧政权交替的过渡时期,许氏身为幕职人员,敬业为公,谨慎忍耐,顾全大局,因而很受袁世凯的信任。民初官场黑暗,许宝蘅始终能有一个狭小的生存空间,多少与"项城旧人"的特殊身份有关。日记中对袁氏活动的零星记载,除了披露内幕和细节,也可对今人了解鼎革之际政治演化过程有新的启示。     

Kämpfen gegen Windmühlen und reale Mächte: William Lottigs Tagebuch (1919–1921) als Ausdruck der politischen,pädagogischen und schulinternen Machverhältnisse in einer Hamburger Gemeinschaftsschule zu Beginn der 1920er Jahre

In his daily journal on the founding of the public experimental school, a “community school” at the Berliner Tor in Hamburg between spring 1919 and September 1921, Lottig describes the everyday issues confronting the principal of the “new school” at that time. These concern classroom instruction, teachers, parents, external pressures on the Berliner Tor-School, the relationship with the school administration, political issues prevalent in Hamburg at that time, ideological and philosophical debates as well as personal and family relationship problems, all of which Lottig describes in his journal. Lottig also noted the reasoning underpinning the development of the school experiments: the “old” schools in Hamburg had been closed, and the state had in their place established experimental schools. The journal clearly records the difficulties, issues and successes of a principal of one of the newly established community schools (Lebensgemeinschaftsschulen), which had been established as experimental schools. A perusal of the diary indicates that Jakob Robert Schmid’s sole and up to now only one known analysis of the journal comes off as biased and misleading. Schmid, professor of education at the University of Berne, had, at the beginning of the 1930s, only perused and analysed those portions of Lottig’s journal in which Lottig describes the rather turbulent if inspiring – and yet chaotic – operation of the community school in its first two years. While Schmid analysed these portions, he did not consider Lottig’s other, more favourable and constructive comments. Schmid also did not explain his one-sided selection of journal passages. Schmid brands Lottig and his team of teachers as educational novices and classifies the Berliner Tor-School as an “anti-authoritarian” institution, an experimental school like any other school experiment which overshoots the mark, not being educationally and institutionally meaningful. A more objective and principled approach in examining Lottig’s journal would have revealed that Lottig and his teachers were well aware of the main issue confronting the school, an issue that Schmid would also have found relevant: the relation of freedom and compulsion, within a setting that Lottig wanted to revitalise, to productively equilibrate without employing the customary disciplinary instruments. Lottig furthermore again and again points emphatically to the “growing pains” of all alternative schools (even when regulated by the state as an experimental school), whose goal it had been, to establish, even under difficult circumstances, a “new school-type” not utilising the traditional instruments of discipline, instruction and school management. This proves that Lottig was neither an educational ignoramus nor unaware of the basic issue of classroom instruction: how one can instruct with or without compulsion. Lottig’s goal had always been – and this Schmid also disregarded – to replace traditional, imposed, mandated or even self-imposed rules and regulations by new, commonly worked out rules. Lottig’s journal is a good example of the steadfast, unrelenting and energy-sapping aspiration of a school principal to balance the relation of school management versus a school’s self-development under the given circumstances. In addition, Schmid’s misinterpretation is a good example of how an observer, who hardly knew the Berliner Tor-School, would misuse this historical source by means of a biased interpretation to further his own views on scholastic education, views that Lottig himself would have preferred to provocatively examine – Schmid’s “authoritative pedagogy”, which goes beyond all authoritarian and non-authoritarian educational policies. What, then, would Lottig have recorded in his journal about a meeting with Schmid?     

团队研究性学习在高校——曲阜师范大学信息技术与传播学院团队研究性学习纪实

2005-2006学年第一学期我们尝试在专业课《学习科学与技术》中开展团队研究性学习。参与此次学习的有2003级教育技术本科班、2005级教育技术专升本班和2004级教育技术学分互认的学生。实践证明,学习者对新的学习方式是高度认同的,课程开设一个学期以来取得了可喜的学习效果,也积累了丰富的经验。     

食品安全背景下的乳业产业链与组织模式创新研究

乳业是对＂一体化＂程度要求高,对原料质量要求高的食品行业,但却频出＂三聚氰胺＂等食品安全问题。居于产业链前端的奶农奶站是分散、小规模且缺乏组织化的,产业链各环节之间主要依靠市场交易方式链接,这成为一些机会主义和＂败德行为＂出现的主要原因。只有提升产业链前端的组织化程度,建立奶农合作社,才能使奶农形成与加工企业博弈的力量,促使产业链各主体形成稳定有序的交易状态,进而提高食品安全水平。     

一种特殊的文件--日记在西方的发展历史及未来

本文回顾了一种特殊的文件——日记在西方的发展历史，探讨了日记的基本形式、功能和特性，并介绍了日记的新形式“博客”和“在线杂志”与日记的异同，展望了日记的未来发展趋势。