论元代《日记故事》中“二十四孝”的流传及影响

"二十四孝"故事存在于三个系统中,分别为《二十四孝诗选》系、《孝行录》系和《日记故事》系。《日记故事》成书于元代,明清时期被大量刊印,其"二十四孝"故事成为明万历以后全国最流行的"二十四孝"故事题材,甚至成为后来"二十四孝"故事的通行版本,也对后世以"二十四孝"故事为题材的作品产生了重要影响。     

辛亥革命以来太平天国妇女社会生活问题学术研究综述——太平天国妇女问题百年学术研究综述之三

辛亥百年以来,虽然有学者对太平天国妇女社会生活问题有不同的看法,但出于阶级斗争和政治斗争的需要,学界对太平天国严别男女、婚姻家庭、妇女自由、妇女服饰、禁婢女、禁娼妓和禁缠足等社会生活方面的问题都给予了高度的评价,肯定的观点一直占据学界主流地位。20世纪80年代以后,有不少的学者认为其存在其两面性和落后性,甚至否定的观点也越来越多,成为新时期学界不可忽视的一种新的潮流。     

我国近十年高等职业教育专业群研究综述

通过对近十年有关专业群的研究文章的梳理分析,专业群的研究主要集中在专业群概念、专业群的意义、专业群构建的原则和方法以及专业群建设内容等方面,并根据分析指出了研究的不足,为专业群研究的进一步完善提供方向。     

我国基础教育体育课程发展30年回顾

我国基础教育体育课程改革,自＂扬州会议＂后,从课标研制、目标设计、课程实施、成效评价和管理等方面取得了许多成功经验,在当前课改中值得借鉴。20世纪90年代,城市和农村中小学体育课程改革具有中国特色,特别是农村基础教育体育课程改革成功经验,对我们当前体育课程改革具有重要的启示,但也存在着一些反思的问题。通过研究理清问题,找出成因,为当前基础教育体育课程改革提供思考。     

博士学位论文创新性及相关因素关联分析

通过对某高校博士学位论文进行调查,获得近3年1164份有效创新性评价数据,并以此为基础对博士学位论文的总体创新性和单项创新性进行分析,进而研究论文创新性与相关因素（学科门类、在读年限）间的关系,以期为改进博士生培养、提高博士学位论文创新性及博士生教育质量提供参考。     

Professionalisation policies in the ECEC field: trends and tensions in the Italian context

In recent times, a growing consensus has emerged, among researchers and policy-makers, that a well-educated, competent and adequately supported workforce is crucial for the quality of early childhood education and care (ECEC). Despite governmental initiatives aimed to enhance the professional preparation and continuing development of early years practitioners being high on the political agenda of many EU member states, very few studies are analysing professionalisation policy developments and their implications within the national contexts of ECEC. Against this background, the article describes the key features of ECEC policies in Italy and their current trends by focussing specifically on the professionalisation of early childhood practitioners working across 0–3 and 3–6 services. Drawing on the data collected from documentary sources and interviews with key informants, this paper will critically review policy discourses as well as recurring themes and tensions arising from the academic and political debate. The findings from our analysis highlight that the increasing discontinuity characterising professionalisation initiatives across the 0–3 and 3–6 sector might lead to widening the gap among professionals working in such services. The risks that are associated with this trend are, on the one side, to devalue the educational role of 0–3 services and, on the other, to produce the schoolification of educational practices in 3–6 services. In addition, our analysis identified inconsistencies between initial and continuing professional development policies, which are progressively creating a dichotomy between initial and in-service training. The consequences of this process might produce, on the long term, the fragmentation of the ECEC system across public and private not-for-profit provision with the subsequent risk of impoverishing the local culture of childhood on which the Italian ECEC system has traditionally built its strength.     

Supporting English second-language learners in disadvantaged contexts: learning approaches that promote success in mathematics

In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age.     

Improving numeracy outcomes for children through community action research

Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education practitioners and a third-level institution used action research to develop a three-year numeracy programme for children aged zero to six years. The Early Numeracy Project was one of 11 national projects that aimed to influence early years practice, provision and policy in Ireland. Remaining true to our local values and virtuous practice while implementing a national project was challenging, particularly when robust evidence of the impact of the programme on the children and parents in our community was required at national level. Approximately 860 children (zero to six years old) and their families took part in the Early Numeracy Programme each year, with national and local evaluations indicating that the outcomes for children in the programme had improved. The programme is an example of how a local community can use action research and virtuous practices to implement a national programme and improve outcomes for children.     

Exploring the social connections in preschool settings between children labelled with special educational needs and their peers

This paper reports on a small-scale study of the social interactions between six children labelled with special educational needs and their peers in their respective early years settings. Data from play observations, photographs and staff interviews is used to examine the dynamics of the connections that they make with other children. The position of these six children as active agents in making decisions about their peer interactions is highlighted and the ways that this agency is expressed is analysed. By focusing on the personal strategies that the children use to make social connections the findings contribute to the developing understanding of children's relationships within inclusive early years settings. In particular compatible play interests and personalities are identified as significant factors that attract children to one another in this case study. It also emerged that recurrent playmates did not feature consistently in the social exchanges involving this group of children. This factor is considered in the context of it being indicative of the social connections that children labelled with special educational needs pursue. Suggestions for further investigation are proposed and key practice messages offered around developing awareness and facilitation of social connections between children.     

Neoliberalism,global poverty policy and early childhood education and care: a critique of local uptake in England

The global rise of a neoliberal ‘new politics of parenting’ discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners’ practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically.