中国少数民族语言数字档案馆的建设构想

少数民族语言数字档案馆是实现中国少数民族语言电子文件分布式共享的信息系统工程。本文参考OAIS模型设计了少数民族语言数字档案馆的整体架构,并结合中国档案事业管理体制对整个体系进行了规划。本文的研究结论对民族地区档案信息化建设具有一定的指导意义。     

模具设计（岗位）工程师培训认证体系建设的探索

通过创新工程能力培养模式,优化专业实践教学体系．引入企业智力资源,深入推进“产学研”合作等方式,开展模具设计（岗位）工程师培动l认证体系建设。这不仅是“应用型＋能力型”大学生技能鉴定培养模式的一种积极探索,教育新形式下的一项全新模式;同时也是工程应用型大学在办学特色、办学层次、教育质量的更高追求,高校教育创新的新亮点。     

舒尔曼学科教学知识视角下对教师专业素养的新思考

学科教学知识理论是舒尔曼提出的关于教师知识的新理论。教师专业素养是一个教师的基本品质。学科教学知识理论对教师专业素养的三个方面都有比较深刻的影响,两者的结合具有巨大的现实研究意义。     

工科大学物理实验教学中的人文情怀

仅从技术角度讨论《工科大学物理实验》教学是不够的。深层次的物理实验教育教学改革,必须从人文情怀的角度去审视。要认识到,教育的根本目的是培养人．技术脱离人的存在是无意义的．大学物理实验学习的载体只能是人。大学物理实验教育教学要体现教师的人文情怀,要培养学生的人文情怀;大学生在学习中．要关注社会重大问题,要从哲学和社会的高度看待物理实验。     

差异教学：内涵、设计策略及难题

差异教学是一种优质的、引人入胜的教学,是教育教学改革的必然趋势,是解决传统教学弊病的必由之路。政策的扶持、理论的支撑、新课程改革的推动为其提供了可行性。在差异教学设计中,了解学生是差异教学的前提;寻求突破点是差异教学创生的要义;挑战性和多样性是差异教学的关键要素;弹性分组与层递式任务是差异教学的核心。差异教学的实施面临着高考的制约、学生差异难以精确化和教师精力及能力有限等难题,但其前途是光明的。     

试论大学生职业生涯设计服务与实施体系的建立与完善

各高校为了帮助在校大学生进行职业生涯设计,均采取了多种积极的措施,但是在职业生涯教育的内容和形式、职业生涯设计辅导机构与队伍素质、职业生涯设计如何与学生日常管理相结合等方面还存在一些普遍性的问题。要使大学生职业生涯设计见到实效,高校应探索建立职业生涯设计服务与实施体系。     

学科专用平台在课件制作课程中的应用——以《仿真物理实验室》为例

课件制作平台根据适用范围可分为通用平台和专用平台两种。高校开设的学科课件制作课程大多使用通用平台,存在难学难用等缺点,而学科专用平台则具有诸多优势。笔者在物理课件制作课程中引进专用平台《仿真物理实验室》,将初中物理教材知识点配套课件的制作作为课程的教学内容,以任务驱动的方式进行了教学尝试,取得了很好的教学效果。     

Community and the myth of the ideal school: Circulation and appropriation of the Hamburg Gemeinschaftsschulen in Spain (1922–1933)

The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.     

Religion Education teaching in Zimbabwe secondary schools: the search for an authentic values-oriented multi-faith Religion Education pedagogical model

Religion Education teaching in post-independence Zimbabwe has remained bible-oriented and confessional at a time when most Religion Education stakeholders expect an ‘open’, plural and authentic multi-faith Religion Education curriculum. Despite curriculum innovation initiatives aimed at introducing new approaches such as experiential learning, Religion Education stakeholders in Zimbabwe argue for an objective and plural approach that will address the expectations of a post-independence multi-faith society. To contribute to this discourse on the new authentic multi-faith Religion Education curriculum, an empirical study was conducted on a proposed values-oriented multi-faith curriculum. The data obtained showed that most Religion Education stakeholders prefer an authentic values-oriented multi-faith model that would contribute to the teaching of values such as citizenship, human rights, ubuntu/unhu, nationhood, etc. A values-oriented multi-faith approach is, therefore, proposed for possible implementation in Zimbabwe secondary schools.