钻孔中煤层气压力测定结果的实用意义

通过对钻孔煤层气压力测试机理分析，肯定了该方法在煤层气开发评价工作中应用的可能性，并强调了测试中应注意的几个问题。举例分析了测试成果的应用效果。     

隐喻教学与英语专业学生批判性思维的培养

现代隐喻研究认为隐喻不仅是一种修辞手段,而且是人类认知、思维、言语和行为的基础。在英语专业教学中合理运用隐喻的认知及教学功能,可以有效地提高学生的批判性思维。     

教师批评语分析研究

针对现实中频繁出现的师生矛盾,以课堂上教师与学生的会话分析模式和合作原则、礼貌原则为理论基础,借鉴刘焕辉先生在其著作《言语交际学》中提出的言语交际的基本规律,结合教师批评语在使用过程中独有的特点,总结出教师批评语的基本原则和使用策略。     

高职IT专业就业形势分析与思考

高职IT专业毕业生数量急剧增长,毕业生供大于求,就业压力日趋严重.原因在于高职毕业生技能不突出,毕业生就业期望过高,受传统思想束缚,就业地点过于集中于大城市.为此,学校应修订人才培养方案,充分考虑企业的实际需求,定期举办专题讲座,对学生进行就业技巧等方面的教育.     

审美历史维度的乡土美学探讨

审美历史维度的乡土美学并非古典美学——现代美学——后现代美学三大美学形态在时间上的延续和继承,而是中国现代性背景下的美学体系的重建,是在三种美学形态交织下的知识分子立场的批判乡土、知识分子立场的诗性乡土和农民立场的现实乡土,这三个维度,是乡土美学历史意义上的审美选择。     

The Perceptions of Administrators Concerning the One Florida Initiative

The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI （one Florida initiative） and the addition of two MSI （minority serving institution） law schools on diversity in Florida＇s legal profession. This research explored the impact of Governor Bush＇s EO （executive order） on diversity within the SUS （state university system） of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT （critical race theory） provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in law schools has improved in Florida as a result of the OFI as well as the addition of two MSI law schools. Black representation, however, continues to lag behind other races, particularly the Hispanic population. This study concluded that the OFI has helped improve minority representation in the legal profession.     

Undergraduates and the development of argument

This article emphasizes the need to encourage undergraduate students to develop arguments, which involves enhancing their analytical skills and capacity for critical thinking, across disciplines regardless of level. It argues that these skills, required by the Quality Assurance Agency＇s （QAA） benchmarks, are developed not by instruction but by engaging with the philosophic process that leads to the deep learning. This process of learning is based on a dialectical approach, viewing dialogue with colleagues, primary texts and written assignments, as central to developing an inductive argument and a critical perspective. This article proposes an analytical framework to analyze the extent to which a tutor is facilitating the development of argument. It suggests that while, if required one must provide students with explicit guidelines about this process, nevertheless this practice is problematic because of the inherent tension between explicit teaching and deep learning, which facilitates the acquisition of these analytical skills.     

Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order.     

Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.     

需要层次理论与农村职校教师压力缓解

问卷调查和访谈结果显示,农村职业学校教师在经济状况、社会地位、工作任务和人际交往等方面存在压力。以马斯洛需要层次理论为依据,提出缓解农村职业学校教师压力的思路和策略,如提高工资、待遇与福利,改善教学设施;改革管理模式与教学模式,强化教师的归属感;提高社会公众对农职教、农职教师的关注度;指导、激励教师进行生涯规划,达到自我实现的目的。