提高《开放英语I》课堂师生互动的行动研究--基于“中西文化差异”系列讲座

针对《开放英语I》到课率低、课堂气氛沉闷、师生互动率几乎为零的问题,笔者根据行动研究理论的步骤和成人学生的特点,举办了系列“中西文化差异”讲座,提出了假设并进行验证,最后得出结论：只有教师设计并实施趣味强、意义大、参与度高、起促进的教学活动,才能激发学生的学习热情,才能提高师生互动率。[1]     

自主学习理论在大学英语教学中的应用

介绍了"自主学习"的概念和作用,及其对大学生英语实际应用能力获得的重要性。阐述了"自主学习"中教师应实现的观念和职责的转变及应完成的主要任务。对教师在教学中如何培养学生的自主学习能力提出了看法。     

商业模式动态演化机制：基于互联网业的多案例内容分析

本文根基商业模式内涵,构建商业模式结构模型,依据发展历程收集5家代表案例企业时间序列新闻文献和数据资料,运用内容分析法结构化分析文献资料,提炼互联网业商业模式动态演化规律和演化路径。研究显示：互联网业商业模式中,价值定义、价值实现、价值创造与传递三大构件的主导地位依次更替,对应呈现出客户价值实现、企业价值实现和网络价值实现的纵向三阶段演化模型,三阶段模型在时间跨度和运营绩效上与企业生命周期的创业期、发展期和成熟期很好吻合,商业模式的三大构件同样呈现出动态演化特征。本研究试图打开商业模式的组成结构黑箱,将商业模式的设计理论从静态视角升级到动态层面,为互联网业的发展给出可行的实践参考。     

《学校体育学》教学中师生互动的程序及策略探析

采用问卷调查法、访谈法、数理统计法分别对《学校体育学》教学中师生互动的三个程序:教师主导作用的发挥阶段、学生主体作用的发挥阶段和共同拓展阶段进行了分析,提出了实施师生互动采用的四种策略:常规性策略、专制性策略、协商性策略和操纵性策略,以期为《学校体育学》教学中师生互动体系的建立提供依据。     

青年毛泽东社会实践观的主要内容

实践是人们有意识的改造自然和社会的活动。青年毛泽东以救国救民为己任,开展了各方面的社会实践活动,他的社会实践观包括学习实践观、生活实践观、教育实践观、革命实践观等四个方面的内容,而每一个方面都有丰富的内涵。     

关于高校女大学生教育的思考

积极开展对大学生的女性教育,既是提高女性整体素质的需要,也是提高全民族素质的需要。开展女性教育,必须正确认识到加强女性教育的紧迫性,合理安排女性教育的内容和形式。     

THE ZOMBIE STALKING ENGLISH SCHOOLS: SOCIAL CLASS AND EDUCATIONAL INEQUALITY

ABSTRACT:  The aim of this article is to reclaim social class as a central concern within education, not in the traditional sense as a dimension of educational stratification, but as a powerful and vital aspect of both learner and wider social identities. Drawing on historical and present evidence, a case is made that social inequalities arising from social class have never been adequately addressed within schooling. Recent qualitative research is used to indicate some of the ways in which class is lived in classrooms. The article also raises concerns about the ability of the education system to positively address social class in the classroom when contemporary initial teacher training rarely engages with it as a relevant concern within schooling.     

学校体育在应对突发公共事件中价值体系的核心内容构建

为了学生安全和学校安定,运用文献资料法对学校体育目标发展、安全应急教育目标、内容、学习水平划分等方面,构建学校体育在应对突发公共事件中价值体系的核心内容作出积极的探索,为学校体育学科实施安全应急教育提供了理论依据。     

超核物理的进展

本文概述了超核物理在理论和实验研究方面的进展,并着重介绍了超核物理的研究现状和发展趋势。     

The learner experience of Curriculum 2000: implications for the reform of 14–19 education in England

In September 2000, new qualifications for 16–19 year olds, known as Curriculum 2000, were introduced in England, Wales, and Northern Ireland with the aim of broadening the advanced level curriculum. It was left to schools, colleges, and their learners, however, to decide how these new qualifications would be used to build learner programmes of study. In this voluntarist context, the views and actions of learners have been an important factor in determining the course of the reforms. This article, which is based primarily on a study of 42 learners in a school/college consortium in the south west of England, provides a chronological account of learner experiences of these reforms during their first 2 years of implementation. The consortium discussed here offered a high‐volume study programme similar in size and content to those being proposed by the Tomlinson Working Group on 14–19 curriculum and qualifications reform in England. Learners found their expanded programmes onerous, due in part to the nature of the new qualifications and in part to the context of their implementation. The article concludes by identifying a number of policy lessons for 14–19 reform arising from this research.