社区文化中青少年体育非营利组织的功能与发展分析——以"青少年体育俱乐部"为例

从非营利组织与公共服务的视角,阐释了青少年体育俱乐部这种典型的体育非营利组织在丰富社区文化及促进青少年身心健康方面发挥的重要功能,并结合我国非营利组织的发展背景,提出目前青少年体育俱乐部发展方面存在宣传不足、发展定位保守、法规资源欠缺等问题,同时提出积极宣传运营、扩大规模、完善法规政策等建议,为促进我国此类非营利组织的发展提供参考.     

The work of the teacher-educator in Australia: Reconstructing the “superhero” performer/academic in an audit culture

What is it that teacher-educators “do”? This paper draws on interview data with Deans/Heads of Schools of Education in the Australian context to explore this question by asking: How is the teacher-educator produced as a category of academic worker? Using critical approaches to discourse analysis, the paper presents two interlocked storylines woven with varying emphasis through the interviews. First, the teacher-educator is produced as a superhero researcher and teacher, elevated by the expectations of the Excellence in Research for Australia audit/surveillance tools. Second, there is a concomitant struggle to reconcile pressure to research with commitment to meeting the needs of schooling systems, and to addressing the work of the teacher-educator in ethical terms. It is suggested that teacher-educators’ work reflects a desire to legitimate various performances of teacher education within current dynamics of audit culture pressures, set against the less visible ethical project of education more broadly conceived.     

王力《古代汉语》文选注释"某通某"献疑

通假字、古今字、异体字，从理论上来说，应该是三个互不包容的术语。但由于历来学界时其界说不清。以至于今仍纠缠不清。王力主编的《古代汉语》教材，因出自多人之手，文选注释“某，通某”中。误将一些古今字、异体字，说成是通假字；有些字本有其义或可引中出其义的。也滥注为通某字，而有些实为通假字的却又当注未注；有些某通某或与常用词、通论的论述相互矛盾，或注释前后不能自圆其说。     

"梁启超式"的西学输入

梁启超接受西学的三个阶段为维新运动时期、流亡日本及海外时期、一战旅欧时期。梁启超利用近代报刊传播西学影响最大时期还是在日本主办《清议报》、《新民丛报》和《国风报》时期。这一时期,他一方面提升了报刊的水平,一方面对西学的了解更为深入。梁启超利用近代报刊传播西学对国内的青年知识分子产生了巨大影响。梁启超一生中前期传播西学,晚年对西学进行反思,立足点都在于中国的文化发展和建设,力图使中国这一文明古国不断自我更新,能够迎接近代化的挑战。     

中英文中红、白、黑颜色习语的翻译

从中西文化的差异着眼,对中英文中有关颜色的习语的翻译从以下三个方面进行了研究:(1)用相同的颜色表达把英语习语翻译成中文。(2)用不同的或者不带颜色字眼的表达把中文习语翻译成英文。(3)用不同的或者不带颜色字眼的表达把英文习语翻译成中文。文章通过以上的研究,证明了只有更好地了解中西方文化的差异,才能更准确有效的翻译颜色习语。     

从中式英语看中西文化的撞击

随着国际一体化的进程逐步加大,各国之间的文化冲突不断发生。由于中西思维方式的差异和中西文化习俗的差异,导致了标准英语与中国本土文化“嫁接”而形成的一种英语变体——中式英语,它已成为国人学习和使用英语的一大障碍。     

崇权文化与表演式课堂——文化冲突背景下的教师课堂教学研究

“多彩的桥”这一新课程的典型教学案例，向我们提出了一个重要问题：什么样的社会文化力量在作用于新课程改革？它是如何作用于新课程改革的？访谈和观察研究发现，在新课程实施过程中，教师受传统的崇权文化经验的左右，习惯于将课程改革理解为执行的过程，而不是问题探索的过程。     

英语教学理念的流变及其反思

中国人从小学三年级就开始学习英语，直到大学，学习英语的时间不可谓不长，而最终大多数收效甚微。究其原因，英语教学理念的相对滞后不能不说是一个重要因素。研究现行英语教学法的利弊，找到适合我们自己的教学模式，树立全新的教学理念，这是每位英语教师义不容辞的责任。     

Leadership for inclusion: a comparison of international practices

The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements ( World Education Forum, 2000 ). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners ( Ainscow, 1999 ). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability ( Vitello & Mithaug, 1998 ). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low‐income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers.