西南边疆民族地区小学英语教学现状与思考

西南边疆民族地区小学英语教学的开展既受地方社会经济发展相对滞后等客观因素的影响,也存在着教师方面的主观原因。因此,西南边疆民族地区小学英语教师应在克服客观劣势的同时,加强自身能力培养,才能更好地推动当地小学英语教学的良好发展。     

浅谈地方高校分校区教学管理工作

随着高等学校的连续扩招,多数地方高校都存在多校区运行的局面。目前分校区教学管理存在管理人员、教学资源和管理机制缺陷。改进分校区教学管理的应对措施:创新观念、校园文化建设、管理与服务。     

加快教育发展 促进民生建设

论述了在我国经济社会发展取得了巨大成就的今天,教育在民生发展中的作用。教育是民生之基,是关系到千家百户的事业,是涉及面最广、影响最大的民生。坚持教育优化发展,加快推进少数民族地区社会建设,才能促进经济社会和谐发展和长治久安。     

构建中原经济区南阳主体区问题研究

中原经济区的建设和发展离不开各个主体区的建设和发展,南阳作为全省面积最大、人口最多的省辖市,其发展在全省具有举足轻重的地位和作用,但是南阳总体上一直处于落后、欠发达状况,在区域经济发展格局中存在被边缘化的可能,因此,南阳要抓住机遇,发挥自身比较优势,加快产业结构调整,提升南阳经济综合竞争力;加强人力资源开发,全面提高南阳人口素质;加快推进城乡协调发展,全面提升城镇化质量和水平;深化资本运营机制,不断提高民生保障,积极主动融入全省发展大局,发挥南阳在中原经济区建设中的支撑作用、枢纽作用、门户作用和生态示范作用。     

城市居住区级公共体育设施规划布局方法研究

我国目前对居住区级公共体育设施重视不足、规划思想落后,造成我国城市公共体育服务设施供给的体制性供需失衡.从培养大众体育文化角度切入,探索符合我国城市实际的居住区级公共体育设施布局模式,进而为我国体育文化和体育市场的培育和可持续发展奠定基础.     

南水北调中线水源区文化产业链构建探析

在探讨南水北调中线水源区文化产业链的基础上,分析了构建水源区文化产业链的必要性,进一步提出构建水源区文化产业链的对策：一是打造完整的核心产业链,二是培育完备的支撑产业链,三是借力优良的带动产业链.     

农村宣传思想文化阵地建设分析——以云南省昭通市为例

全球化和市场经济发展所带来的各种社会矛盾和冲突不仅在经济领域给云南农村地区带来了深刻的影响,而且直接导致各基层农村宣传思想文化阵地建设呈现出复杂、严峻局面。通过对昭通农村宣传思想文化阵地建设现状及原因进行深入分析,积极探索适合于云南农村宣传思想文化建设的有益思路。     

广安地区上三叠统须家河组六段储层特征研究

通过大量研究表明：广安地区须六段储层岩石学特征以中～粗粒岩屑砂岩及长石岩屑砂岩为主。须六段储层经历了强烈的压实——压溶作用、胶结作用和溶蚀作用。主要的储集类型以孔隙型为主,亦存在裂缝——孔隙型。储集空间主要为粒间溶孔和剩余原生粒间孔。储层主要是受沉积,成岩及构造作用的影响,其中沉积作用是根本,构造作用是条件,成岩作用是关键。     

国外图情学科研究领域演进分析

利用知识图谱工具,绘制国外图书情报学1951-1980年、1981-1998年和1999-2012年三个时段的文献共被引图谱,可视化分析国外图书情报学研究领域的演变过程。国外图书情报学研究重点经历了图书馆与文献、信息检索与信息系统,再到当前的信息技术与用户的演进过程。     

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.