百年高中作文教学价值取向的演变、问题与出路

百年高中作文教学的历史发展分为20世纪前50年、50年代—90年代、2003年至今三个阶段,每阶段表现出不同的价值取向,体现出从关注文本转向关注写作的主体,注重作文教学的生活化的发展轨迹。在此背景下,分析当前作文教学中出现的问题,提出相应的对策,以期解决问题。     

借鉴国外经验优化河北省产业结构

河北省在进行产业结构调整时应吸取日本和美国产业结构转换的成功经验,以市场调节为主,以宏观经济政策调节为辅。对于第一产业,要调整农业布局,发挥区域优势,提高农产品的科技含量;对于第二产业,要改造提升传统产业,培育和发展战略性新兴产业,调整优化产业布局;对于第三产业,要拓宽服务业发展途径,打造发展新优势。     

从白居易的诗歌看其长安情感的变迁

唐代诗人离开长安后经常提及长安,白居易也是如此。白居易离开长安后,诗中承载着其对长安的追忆和怀念。白居易长安情感的表达和政治理想的寄寓是紧密相连的,这种政治理想的抒发是复杂而矛盾的。白居易对长安的情感不是一成不变的,经历了巨大变迁,并经由变迁折射出其思想情怀的变化。这种长安情感和思想情怀的变迁异于唐代的其他诗人,是白居易人生选择的结果,也展现了其个人性情和独特的人生态度。     

变迁社会中高等教育学校经营管理之挑战与前瞻

人力即国力,是提升国家竞争力之基石,而高等教育的发展更与人才培育息息相关。随着知识经济时代的来临以及全球化趋势的影响,如何促进高等教育的健全发展,乃成为各国关切的重要课题。由于社会变迁已是必然的发展趋势,当前在多数国家普遍重视高等教育之际,有必要反思高等教育在社会变迁中的定位。全文重点探讨了变迁社会中,高等教育学校经营管理所面临的挑战与前瞻。首先分析社会变迁对高等教育之影响,其次探讨社会变迁对高等教育学校经营所产生之挑战,最后提出高等教育面对挑战之前瞻作为。     

城市信号交叉口左转公交变道问题研究

随着城市路网密度的不断提高,不可避免要在临近交叉口进口道的位置设置公交站点.此类公交站点经常存在左转公交变道难的问题.通过构建左转公交可变道时段的算法模型,分析各影响因素,提出改善措施,为解决出站的左转公交变道难问题提供理论依据.     

单相小功率工频稀土永磁发电机组的设计与性能分析

工频稀土永磁发电机的气隙磁场是由稀土永磁体提供,具有功率密度大、体积小、结构简单等特点.介绍了单相小功率（4kVA）工频稀土永磁发电机组的设计,通过采样REPMG端电压信号反馈自动调节油机转速,以及采用非均匀气隙长度分布设计永磁发电机的极靴形状,实测样机的性能表明其具有电压波形畸变率和电压变化率小的特点.     

高等学校电教机构的发展变化与应对策略研究

1978年,我国开始在高校成立电化教育中心。电教中心为早期教育现代化工作做出了重要贡献。随着社会的发展,高校又相继出现了(现代)教育技术中心、网络中心、信息中心等电教机构。而目前这些电教机构正面临着机构混乱、职责不清、业务无足轻重及机构被边缘化的新问题。导致这种现象的主要原因包括技术的普及应用、"电教办"的撤销、人员专业化程度不高、机构成立与调整的随意化、原有阵地话语权的丧失等。新形势下高校电教机构该如何走好自己的发展之路,广东省某高校、四川省某外语学院及深圳市某技术学院等三所高校电教机构的做法:做好本职,塑造优势;结合需求,开设特色课程;找准重心构建数字化资源新体系等,值得我们学习思考。     

What do people know about key environmental issues? A review of environmental knowledge surveys

This paper presents results from 15 little publicized state and national environmental surveys in the US that used similar questions. Our analysis reveals trends in adult understanding of environmental issues. These trends indicate that many may have difficulty making informed decisions about environmental policy as citizens, voters, and consumers. Some environmental myths are still prevalent in the US public’s understanding of environmental issues. The authors compare data from the National Environmental Education Foundation survey in the US and data from state surveys using the same questions to examine how public knowledge has changed from 1995 to 2008. Environmental myths and how they may affect the public’s perception of environmental topics are discussed. The authors suggest the need for greater consistency in the surveys of environmental knowledge to allow comparison among different studies.     

Conceptualizing climate change in the context of a climate system: implications for climate and environmental education

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.     

Problematizing the processes of participation in networks: working through the rhetoric

Participation in networks, both as a concept and process, is widely supported in environmental education as a democratic and equitable pathway to individual and social change for sustainability. However, the processes of participation in networks are rarely problematized. Rather, it is assumed that we inherently know how to participate in networks. This assumption means that participation is seldom questioned. Underlying support for participation in networks is a belief that it allows individuals to connect in new and meaningful ways, individuals can engage in making decisions and in bringing about change in arenas that affect them and that they will be engaging in new, non-hierarchical and equitable relationships. In this paper, we problematize participation in networks. As an example, we use research into a decentralized network – described as such in its own literature – the Queensland Environmentally Sustainable Schools Initiative Alliance in Australia – to argue that while network participants were engaged and committed to participation in this network, ‘old’ forms of top-down engagement and relationships needed to be unlearnt. This paper thus proposes that for participation in decentralized networks to be meaningful, new learning about how to participate needs to occur.