“反思型政府”：有限政府构建的新思路——以行政法范式的转型与重构为视角

当前我国处于社会转型和政治改革的活跃时期,应当加快推进以政府体制改革为重点的政治体制改革,积极吸取“有限政府”的权力制约、职能收缩和规模适度的理论精髓,主动借鉴公民社会多元参与、政民关系“双向合作互动”的权力建构模式。传统行政法范式因国家行政主导下的权力扩张、职能泛化和机构膨胀,而与现代有限政府理念严重失衡。为此,通过确立公共行政主导下的行政法新范式,有助于为构建与和谐社会理念相适应的新型政府模式——“反思型政府”,扫清观念障碍和理论盲区。     

水泥砼路加铺沥青混凝土面层的探析

在旧水泥混凝土路面加铺沥青面层是目前比较普遍的城市道路改造方法,但由于其基层的特殊性,出现反射性裂缝在所难免。文章对基层的修复处理、加铺沥青面层施工的要点以及抑制和延缓反射性裂缝产生的若干方案进行了比较分析,以期对提高加铺工程质量、减少道路病害提供参考。     

A bridge over troubling waters: a snapshot of teacher graduates' perceptions of their ongoing professional learning needs

For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement. While this transition influences efficacy, job satisfaction, career length and future teaching quality, it is widely recognised to be inconsistent, poorly planned and resourced and largely unsupported. In Australia, the transition to teaching remains largely a school-based affair. However, individual schools may not have the resources to support a comprehensive and cohesive transition program. This paper discusses a pilot university program of extended teacher preparation. It reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching. The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers.     

基于L2TP／IPSec的企业远程移动办公网的构建

研究了安全的企业远程移动办公网络,首先介绍了L2TP和IPSec的相关概念和工作原理．然后介绍了基于L2TP／IPSec的企业网络方案,最后给出了该方案的具体构建方法。     

Teachers reflecting on their work: articulating what is said about what is done

Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self‐initiated and non‐framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise (“talk”) on how to actualise (‘walk’) reflection. This ‘double’ articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re‐view, which appraises and looks back on what has been accomplished.

The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice.     

The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: a follow‐up study

The ‘T‐MEDIA’ project analysed and documented how teachers exploit the use of projection technologies – data projectors and interactive whiteboards (IWBs) – to support learning in secondary‐school subject lessons. The research involved collaboration between university researchers and four pairs of UK teachers (of English, mathematics, science and history) in an intensive process of systematically analysing video recordings of classroom activity and other data in depth. Our goals were to assist teachers in articulating the pedagogical rationale underlying their practice, and uniquely, to engage them in theory building about strategic technology use. This paper reports on a follow‐up study carried out one year after the collaborative analyses in order to assess the subsequent impacts of the process of critical reflection. The eight teachers were questioned using a semi‐structured interview technique that allowed us to elicit structured and personalised accounts of impact on pedagogical thinking and practice and the supporting or constraining factors. The findings suggest that for at least some, the sociocultural theory introduced and reformulated during the analyses provided a powerful analytical lens upon emerging practices, including those not incorporating technology. All of the participants reported lasting effects upon their own thinking and, except where external constraints operated, on teaching practices. The approaches developed during T‐MEDIA had additionally been disseminated to and adapted by other subject colleagues. The study illustrates how collaborative analysis of lesson videos can be used to engage teachers in deep reflection, critique and debate. This approach supports the development of an analytical scrutiny of classroom teaching and offers a significant professional development opportunity. In particular, under conditions of sensitive support, teachers will readily accommodate theoretical constructs into specific areas of professional thinking and practice.     

Beyond the ‘good teacher’: guiding pre-service teacher reflections on culturally diverse students

This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity.     

初中科学实施反思性教学的策略

反思是个体成熟的标志,教师的反思性教学有助于提升教学的有效性。在教学过程中,由于教师对反思性教学的认识存在片面性,实施的自主意识不足,操作缺乏有效策略,出现了为反思而反思的现象。教师惟有真正深刻理解反思性教学的真实内涵和重要意义,才能积极开展反思性教学,主动探索提高反思性教学能力的策略。     

Using pictorial mnemonics in the learning of tax: a cognitive load perspective

The scope and complexity of the Australian taxation system (as with other tax regimes) is daunting for many accounting students. This paper documents the implementation of new practices that were initiated in an effort to address some of the challenges faced by undergraduate students studying taxation. Based on the principles of cognitive load theory, summaries of the lecture material became the focus of tutorials. These summaries provided the impetus for teaching staff to experiment with illustrations as a strategic means of delivery. Drawing diagrams and presenting them in the form of pictorial mnemonics proved to be effective tools in helping students understand and synthesize basic taxation concepts, thereby promoting effective deep learning. Both formal and informal feedback was overwhelmingly positive and affirming of this innovative approach to the subject. A selection of the pictorial mnemonics we designed is provided.