化学教学“研究性学习”探讨

研究性学习方法具体落实在化学教学过程中,体现出教学形式的愉乐化、教具制作的科学化、板书设计的合理化、课后作业的能力化.     

高等教育大众化条件下高校师资队伍建设的基本对策

我国高等教育规模急速扩大,在短短的几年时间里就由精英教育阶段进入大众化教育阶段。师资队伍建设不能适应大众化教育阶段的需要成为制约高等教育质量提高的关键。建立明确的师资队伍建设的目标体系和科学的措施体系是解决师资队伍建设问题的基本策略。     

精神损害的国家赔偿责任

精神损害的国家赔偿是国际上许多国家和地区的立法趋势,而我国的《国家赔偿法》却并没有对此做出相应的金钱或者物质赔偿的规定。面对现实生活中行政权的滥用,为了确保公民的权利得到有效的保障,构建国家赔偿中的精神损害赔偿制度是中国法律发展的必然目标。     

A very English revolution: the impacts of co-residence at the University of Oxford

ABSTRACT

This paper examines the impacts of co-residence (admitting women to men’s colleges and men to women’s colleges) at the University of Oxford beginning in the 1970s. Co-residence increased the representation of women undergraduates at Oxford to near parity with men; the representation of women in academic positions rose but not as substantially as that of women undergraduates and postgraduates and today women comprise still only a third of academics in the colleges of the university; the fellowships of the former female colleges became genuinely mixed, the fellowships of the former male colleges more slowly; women are less likely to be appointed head of a former men’s college than are men to be appointed head of a former women’s college; the quality of Oxford undergraduates rose with the increased number of female undergraduates; and the quality of undergraduates in the former male colleges rose at the expense of the female colleges.     

Developing identity and agency as an early career academic: lessons from Alice

This paper draws on Lewis Carroll’s character of Alice as a metaphor for interrogating identity construction and agency amongst early career academics, a process which can seem like Alice’s pursuit of the White Rabbit in a strange land. Keeping in mind the effects of neoliberalism on the tertiary sector, we recognise the centrality of personal lives in decision-making about academic careers and the shaping of professional identities. We also foreground how communities of practice not only build agency amongst ECAs but can also be supported by academic developers.     

Being ‘nice’ or being ‘normal’: girls resisting discourses of ‘coolness’

In this paper we consider discourses of friendship and belonging mobilised by girls who are not part of the dominant ‘cool’ group in one English primary school. We explore how, by investing in alternative and, at times, resistant, discourses of ‘being nice’ and ‘being normal’ these ‘non-cool’ girls were able to avoid some of the struggles for dominance and related bullying and exclusion found by us and other researchers to be a feature of ‘cool girls’ groupings. We argue that there are multiple dynamics in girls' lives in which being ‘cool’ is only sometimes a dominant concern. There are some children for whom explicitly positioning themselves outside of the ‘cool’ group is both resistant and protective, providing a counter-discourse to the dominance of ‘coolness’. In this paper, which is based on observational and interview data in one school in the south of England, we focus on two main groupings of intermediate and lower status girls, as well as on one ‘wannabe’ ‘cool girl’. While belonging to a lower status group can bring disadvantages for the girls we studied, there were also benefits.     

对《黄遵宪集》的补遗与正误

2003年10月,天津人民出版社出版的由南开大学吴振清、徐勇等先生编校整理的《黄遵宪集》,是目前收录黄遵宪诗文最全面的集子,编者尽了最大努力广搜博采,采择的范围遍及海内外,但还是不免遗珠之憾。对个别散佚的黄遵宪作品,编者未能参校更好的版本出处,也未能最大限度地利用已有成果,因此而造成参校有所疏误。通过对《黄遵宪集》的补遗与正误,以方便同道更全面了解至目前为止黄遵宪诗文的存佚情况。     

藏族大学生的民族认同及其影响因素研究

藏族大学生的民族认同主要包括主流化认同、积极的民族认同以及消极的民族认同等三方面；藏族大学生民族认同的不同方面其影响因素互有差异，但总体而言，汉族朋友的数量、学习汉语的时间、父母的民族身份以及汉族的接受性等影响藏族大学生的民族认同；除了消极的民族认同与整合的化适应策略之间不存在相关外，民族认同的其他维度与化适应的其他维度之间都存在显的相关。     

Pedagogical and technological augmentation of mobile learning for young children interactive learning environments

The ubiquity and educational potential of mobile applications are well acknowledged. This paper proposes six theory-based, pedagogical strategies to guide interaction design of mobile apps for young children. Also, to augment the capabilities of mobile devices, we used a humanoid robot integrated with a smartphone and developed an English-learning app that applied the design strategies to this environment. Our observations of children's one-on-one use support the promise of the strategies and the combined use of robots and mobile devices to be a viable option to help optimize mobile learning.     

Identity policies of education: struggles for inclusion and exclusion in Peru and Colombia

ABSTRACT

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures.