中国古代家训的价值取向初探

中国古代家训滥觞于西周，发展于隋唐，完善于明清。它自始至终以修身、齐家、报国为主要内容，以“仁义”、“孝悌”、“忠敬”为价值取向。在当今家庭教育中仍应提倡“成人”教育，培植“家和”的人文精神，陶冶子女“心怀天下”的高尚情操。     

Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia

This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed.     

关于农民工进城问题的探析

农民工问题是关系到整个国家经济和社会发展的"瓶颈"问题之一,农民工进城是改革发展的大趋势。因此,解决好农民工队伍的稳定和发展,给农民工营造进城就业、生活的良好环境,既是政府的职责,也是市民的义务。     

新时期高校校办秘书应具备的素质

新时期对高校校办秘书素质提出了更高要求。本文认为 ,作为新时期高校校办秘书 ,应具备三方面素质———良好的政治素质、良好的业务素质和良好的心理素质     

对音乐艺术高职教育师资队伍建设的思考

在音乐艺术高等职业教育发展的过程中，师资队伍建设是一个非常重要的问题。章根据高职教育发展的需要和学院的实际情况，对加强师资队伍建设问题作了粗浅的探讨。     

试论高职学生应具备的语文能力

高职学生语文能力,从狭义上说,即语言文法知识和语言运用能力;从广义上说,语文能力指的是适应学习、适应生活、适应实践、适应创新的语文应用能力和良好的人文素质及道德修养。     

口译课教学纵横谈

目前国内口译人才紧缺，作为国内培养口译人才主要基地的外语院校（系、部），在口译课教学中仍存在不少亟待解决的问题。这些问题主要体现在口译流程、口译质量标准、口译员素质、口译教学统一大纲、口译师资、教材、教学对象、教学内容和训练方法等方面。     

Parent question use during shared reading time: How does training affect question type and frequency?

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.