语篇衔接的涵义及其在语境层面上的架构分析

语篇衔接是语篇特征的重要内容,是语篇的有形网络,它可以通过语法衔接、词汇衔接或其他衔接来体现。首先阐述语篇衔接的涵义,然后在此基础上,从上下文语境、情景语境以及文化语境三个架构的角度分析了语篇衔接的涵义。     

家庭社会经济地位对留守儿童的影响:回顾与思考

家庭社会经济地位分化是由于市场经济、阶层固化、自身努力等多方面因素共同作用的结果,不同的家庭社会经济地位对青少年的影响不同。留守儿童随着"打工经济"的发展被迫孕育出来,其自身的特殊性和脆弱性受到了社会的普遍关注。较低的家庭社会经济地位给留守儿童的身体发育、心理发育以及学业成就带来了一定的负面效应。为促进留守儿童的健康成长,缓解不利的家庭社会经济地位对其的影响,本文从家庭、学校、政府层面提出了相应的对策和建议。     

论抗日民族文化统一战线的形成与在抗战中的作用

抗日民族文化统一战线是日本全面侵略的文化应对，是抗日民族统一战线的重要组成部分。面对着民族危亡，在全国的抗日热潮的推动下，一切进步的爱国知识分子在中国共产党的领导下，组成了广泛的抗日民族文化统一战线，进行广泛的争取民族的解放与独立的文化活动。中国共产党通过建立广泛的抗日民族文化统一战线，团结了广大文化人士，有力地推动了抗战文化运动的开展，培养了大批抗日文化新生力量，改变了一些地方文化落后的面貌，为我党开辟了一条动员广大群众的最基本的和最重要的途径，有力地推动了大后方抗日文化的发展，促进抗战文化的繁荣。     

论北宋太平兴国五年进士的家世与仕途

宋朝科举考试制度的渐趋完善使出身于各个阶层的读书人均有机会通过科举考试进入官僚阶层,官员的选拔与其家世不再发生直接的联系。但宋初太平兴国五年进士的情况表明,家世与官员选拔仍然保持着间接的、隐性的联系,它与从前世家大族控制选官已完全不同。出身于高级官员家庭的进士人数大大减少,且在仕途的升迁上并不顺利;出身于中下级官员家庭和寒素家庭的读书人开始在进士科考试中迅速崛起,尤其是中下级官员家庭出身的进士,成就最为显著,以至于对宋朝的政治、经济、文化等各方面均产生重要影响。     

现代教学中电声媒体的应用

阐述在配置上能获得电影响视听效果的电声媒体存在的技术问题；介绍教学电声系统的选材要点和配置实例。     

组建小型局域网

介绍了局域网的意义、功能,介绍了组建一个家庭局域网的软、硬件配置及组建过程。     

薛素姐性格言行的还原批评

在妒悍女性形象中，薛素姐是登峰造极者，她对丈夫施虐的妒悍行为闪数之密、方法之多让人瞠目结舌，然而只要对她的性格行为作一番还原批评，我们就会发现她在性格行为是由不合理的婚姻制度等社会制度所造成，因而社会不应该惩罚她个人，而应该消灭不合理的社会制度。     

惠民魏氏家族的兴盛

惠民魏氏家族原籍河北枣强 ,明初迁至山东棣州。清中叶长支因出仕一度兴盛 ,四支因经商建立庞大家业 ,至七世魏毓柄时达到极盛。十世魏肇庆一度保持了发展 ,死后魏氏家族即由盛转衰。     

The ‘Learning in Regular Classrooms’ initiative for inclusive education in China

The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to further promote the LRC or inclusive education in the collectivist culture and socialist political context of modern China.     

School,family, and community partnerships in teachers’ professional work

Abstract

This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.