市政工程管理质量与控制体系的建立和完善

在市政工程建设中,加强质量管理与安全管理尤为重要,分析了市政工程建设中质量、安全管理方面存在的问题,提出了建立和加强市政工程质量安全控制体系的措施和方法。     

新加坡的教育分流制度及对我国教育改革的启示

本分析了新加坡教育分流制度的理论依据，对其教育分流制度进行了详细的阐述，并从精英与大众，划一与求多，职教与普教三个方面研究 新加坡的教育分流制度对我国教育改革的启示。     

School meal time and social learning in England

ABSTRACT

This paper presents an ethnographic account of the culture of school meal time at Peartree Academy, with a specific focus on notions of social learning. This qualitative study is focused on a collection of interviews, observations, field notes and analyses what happens when the school organises its canteen as a restaurant. The focus moves away from the traditional realms of nutrition and explicitly introduces the notion of social learning in its informal sense through which a conceptual framework of a skills model is applied. The paper argues how the school dining hall known as the restaurant can foster opportunities for a form of social competence which is not necessarily seen but can be experienced in the social reproduction of its actors. The findings highlight tensions of control within the environment, which are said to impinge upon these social learning opportunities from occurring.     

试论导学群的思想理论基础

山西电大创立了导学群实践模型,并对导学群进行了深入的实践探索和广泛的理论探讨,初步形成了有关导学群的科学内涵、结构、功能以及运行机制等理论。通过结合孔子的教育思想、人本管理思想和系统理论来分析导学群实践模型,论证导学群的思想理论基础和理论发展方向。     

论王稼祥对我国和平自主外交思想的贡献

新中国成立以后,王稼祥长期从事我国的外交工作.在广泛的外交实践中形成了他丰富的外交思想.主要有独立自主;"是一家人,又不是一家人"的党际外交原则;对外援助要"实事求是、量力而行";为了争取建设社会主义的国际和平环境就必须支持和平运动、民族独立运动;制止世界战争、核战争、支持全面彻底的裁军等.对我国和平自主的外交思想做出了重要的贡献.     

关于“高职”教育观念与教学内容创新的思考

创新就是特色 ,创新才有特色。“高职”教育只有创新教育观念 ,创新教育内容 ,才能办出特色 ,办出水平。     

Reflective pedagogy: the integration of methodology and subject-matter content in a graduate-level course

This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our process of designing and teaching the redesigned course. We found that our efforts to integrate course content and methodology differed from students’ prior experiences and resulted in a disconnection between their experience and the intended course learning objectives. Recommendations include understanding the degree program culture and students’ course expectations, using assignments that facilitate learning of both theory and methods, and balancing classroom discussion among theory, methodology, and the integration of the two.     

合并院校档案管理问题研究

高等院校合并给高校的档案工作发展既带来了挑战，更带来了大好机遇。档案工作部门应采取积极有效的发展对策，将合并院校的档案工作推上一个新的台阶。     

Doodling Effects on Junior High School Students’ Learning

The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.     

Preservice Teachers' Perspectives on Their Preparation for Social Justice Teaching

This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching.