“标准分享网”免费全文标准文献资源及利用

从标准文献资源概况、“标准分享网”免费全文标准文献资源网站、“标准分享网”免费全文标准文献资源的分类、检索、下载和利用5方面,对“标准分享网”网站免费全文标准文献资源及利用进行了探讨。     

校企合作、工学结合“订单班”全过程管理的研究与实践

文章以校企合作、工学结合的“订单班”为切入点,以“校企共管”的全过程管理为突破点,以“能力培养、校企双赢”为落脚点,破解学生就业和企业的用工难题,为深层次开展校企合作探索对策与思路。     

职业学校"三全"教学质量督导模式构想

"三全"教学质量督导模式是以督导主体全体性、督导客体全息性、督导过程全程性为主要特征的教学质量督导模式.其实施应做到:转变观念,明确督导目的;构建组织,建设高素质教学质量督导队伍;制订方案,构建校本教学质量督导指标体系;健全制度,规范校本教学质量督导过程.     

付一枝镜花 收一轮水月——卞之琳《无题》（五首）读解

卞之琳在《无题》（五首）中记录了一段未能开花结果的爱情经历。在《无题》中卞之琳不求率真炽烈地表现感情，而是通过静观和记得画来构建诗的富于质感的意象，并以陷喻构成一些极富暗示性的具有多层内涵的象征性意象，从而以简洁追求丰富，以有限追求无限。这种诗歌中情与智的融合，表现了现代派诗人感情与理智相统一的审美追求。     

英国学校督导类型述评

为了提高学校督导工作的效率，英国采取了全面督导和短期督导两种方式。在对这两种督导类型的适用对象和实施过程进行比较并分析两者的相互关系的基础上，做出评价，并由此提出一些经验教训，以供我国督导工作参考。     

全日制教育硕士专业认同研究——以首都师范大学为例

以首都师范大学为例,对首届全日制教育硕士专业认同情况进行调查。结果表明,首都师范大学全日制教育硕士研究生的专业认同总体水平较高,但是专业认同子项目中的专业情感数值偏低;专业认同程度在教育硕士所学学科、工作经历等方面存在显著差异;全日制教育硕士的专业认同受社会评价、学校政策、就业状况等因素影响。在此基于影响因素提出提高专业认同水平的建议。     

两种全文信息检索系统的比较研究

The paper compares two kinds of full text retrieval systems,that is, For-search system and TRS system,and analyzes their differences and similarities in structure and function.     

数据库技术发展的新方向——非结构化数据库

With the development of Internet, many disadvantages of the traditional relational database have been discovered. Under such circumstances, the non-structure database comes into being. This paper mainly discusses the definition, background, characteristics and advantages of the non-structure database.     

中英高校科研经费成本管理比较研究

比较中英两国政府关于高校科研经费成本管理的现状,发现我国高校科研项目经费管理存在成本核算不统一、间接成本设计不合理等问题。在全面分析英国全经济成本核算的特点的基础上,从成本管理模式、成本核算体系、间接成本核算方法等方面提出我国高校经费管理的对策建议,为完善高校科研项目经费管理提供思路。     

Full service and extended schools,disadvantage, and social justice

Despite successive waves of school reform, the English education system, like many others, continues to be characterized by marked inequalities of outcome. These seem to be related to factors in students’ family, community and wider societal contexts that schools traditionally have been powerless to tackle. This paper argues, however, that schools can intervene in these contexts by offering a wider range of services and activities to children and adults under the aegis of ‘full service and extended’ approaches. The paper outlines how these approaches have evolved in England and elsewhere, and reviews the evidence for their effectiveness. It concludes that their current limited impacts could be enhanced if the work of schools were aligned with wider social strategies. Such a move, it suggests, raises questions about how school systems are governed and about what kind of society schools are expected to help build.