将抽象行政行为纳入行政诉讼

抽象行政行为是相对于具体行政行为的一种政府实施行政管理的手段。我国一直以来对抽象行政行为是采取内部行政机关即上级监督和外部权力机关即人大监督两种非诉讼的方式。随着我国社会的发展,由于享有司法豁免权,违法抽象行政行为对合法权益的侵害给社会造成的损害加剧,而现行监督体制的局限不能有效合理的救济合法权利,不利于我国的社会主义事业的发展。所以笔者在借鉴国外先进经验的基础上结合中国实际,对抽象行政行为的司法监督这一构想提出建议。     

面向前端工程师的应用型课程建设探究

培养应用型人才是新建本科院校转型发展的迫切需要,教学质量评价是检验应用型人才培养模式成效的重要途径,前端工程师是近年来颇受重视的一个新兴职业。在分析新工科建设内涵及重要特征的基础上,针对当前应用型院校课程建设存在的共性问题,结合前端工程师岗位需求现状,以太原工业学院数字媒体技术专业为例,提出采用“案例驱动+翻转课堂”混合教学模式,建立健全多元化课程考核方案,构建面向前端工程师的应用型课程体系结构,探索适合本科院校转型发展的课程建设改革之路。     

董仲舒与春秋决狱

董仲舒倡导的"春秋决狱",对中国封建法制的发展产生了深远的影响,开始了我国法律儒家化的进程,为引礼入律,礼法结合开辟了道路;"春秋决狱"也弥补了成文法的不足,对中国古代犯罪构成理论的完善起到重大推动作用.     

The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions of mathematics, teaching, and learning.     

在线考试系统的设计与实现——以云南国土资源职业学院为例

互联网技术的发展为教育领域的变革带来了深刻影响,在此背景下,设计在线考试系统并进行应用,不仅能够对传统的考试模式进行优化,而且有利于推动考试工作呈现出更为公平与更为公正的特征。云南国土资源职业学院在线考试系统呈现出了较高的通用性与实用性,文章以此系统为例,对在线考试系统设计与实现中的系统设计需求、系统用例、系统结构设计进行了研究与探讨。     

晚明“三案”与明廷皇权之争

本通过对晚明“三案”经过的分析，认为“三案”的发生与明代朝廷的皇权之争有着直接的关系：“三案”是皇族内部争夺皇权的表现，又是争夺皇权的结果。     

基于案例推理中案例表示的研究

基于案例推理利用过去的案例或经验进行推理来求解新问题，是一种重要的机器学习方法,在CBR（Case-based Reasoning）中知识表示以案例表示为基础，案例是一段带有上下文信息的知识，该知识表达了推理机在达到其目标的过程中能起关键作用的经验．案例表示可能是半结构化或非结构化的，甚至用自然语言来表达的，涉及系统的运行效率．分析了目前的多种表示方法，研究了不同环境下的案例表示，以及选用合适的方法来构筑的案例库．     

农村土地争议民事行政交叉案件的审判研究

我国土地争议的剧增,表明土地问题是我国面临的重大问题,而土地争议的复杂性、交织性把土地争议民事行政交叉案件的审判研究问题摆到了我们面前。解决好这个难题,对我国土地争议的解决有着重要的理论意义和实践意义。本文将通过对土地争议民事行政交叉案件的审判现状的分析研究,探讨我国土地争议行政民事交叉案件的审判问题及解决对策。     

《植物生产环境》教学中实施案例教学探究

深化教学改革,提高教学质量是每一个教育工作者应思考的问题.理论与实践相结合,注重学生技能的培养是对农科教学的基本要求.案例教学是实现理论与实践相结合,培养学生分析问题和解决问题能力的有效途径.阐述了传统的《植物生产环境》教学过程中存在的问题,案例教学的作用及实施环节,指出在教学过程中应处理好案例教学和传统教学的关系,实施案例教学应注意的问题.     

Differential effects of three professional development models on teacher knowledge and student achievement in elementary science

To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012