新世纪以来我国基础教育重大问题研究综述

文章采用文献计量学的方法分析了我国新世纪以来基础教育问题的理论及实证研究。从教育理念、素质教育、教育公平这三项基础教育的重大问题入手,剖析、归纳这段时期内基础教育问题研究的主要成果,并反思整个研究进程发展的概况、趋势、存在的问题,提出今后研究的思路。     

浅谈我国的违宪审查制度

目前世界各国的违宪审查模式可分为三种。从现行的宪法来看,我国基本倾向于采用权力机关违宪审查模式。这种模式与我国的国情及政治制度基本相适应,但也存在不少的缺陷与问题。所以,我国应建立一个事先由宪法委员会进行预防性立法审查和事后由违宪审查庭进行监督性司法审查相结合的双重违宪审查模式。     

草原文化的影视传播

草原文化虽有悠久的历史,但从目前情况看,其传承与发展的现状并不乐观。影视是当今最具影响力的大众传媒,也是世界各国传播民族文化的首选工具。内蒙古影视在草原文化的传播中发挥着重要作用并具有很大的潜力,我们应借助这一有利条件,加快草原文化的传播。     

新时期蒙古史诗研究回顾与展望

三十年中国蒙古史诗的研究随着中国改革开放起步,在与国际学术交流中不断发展。20世纪80年代初,第一批少教学者走出国门,带来了国外史诗研究的理论成果,带动了中国蒙古史诗研究的恢复和发展;90年代以来,随着国际人员交往的深入,蒙古史诗研究取得了丰硕的成果,并为新世纪中国蒙古史诗研究的转轨奠定了基础。在这样的背景下,30年中国蒙古史诗研究事业在搜集、整理、出版、研究诸方面有了长足发展,取得了重大成果。     

浅谈死刑复核程序的公开问题

死刑复核程序是把握犯罪人生命权的最后一道关口,因此意义重大。但我国现行的死刑复核程序弊端颇多,从某种意义上来说,这道程序已经名存实亡。如何使它发挥应有的效力呢?本文仅从将死刑复核程序予以公开这个角度提出建议,力求以公开克服死刑复核程序的弊端。实现此程序的“公正”与“效率”价值。当然,这也要以死刑复核权收归最高法院统一行使为前提。     

基于PRISMA声明的我国运动干预类元分析报告质量评价

目的:评价我国运动干预类元分析研究的报告质量,并分析其影响因素。方法:应用PRISMA声明中"系统评价和元分析优先报告清单"作为评估指标,评估近十年CSSCI和CSCD收录的运动干预类元分析报告质量。结果:共纳入文献68篇,运动干预类研究数量呈现逐年上升趋势。纳入论文均有不同程度的报告缺陷,主要存在标题不规范、不符合结构式摘要的要求、前言部分未报告前人的研究成果、方法学部分未报告研究方案与注册信息、研究结果不完整等问题。高、中、低质量的论文分别占22.1%、45.5%、32.4%,CSCD论文的报告质量优于CSSCI论文(t=-0.498,P=0.02)。结论:运动干预类元分析报告规范性较差,报告质量中低水平较多。"运动干预方案和注册体系的不完善"以及"元分析报告范式的随意性"是制约元分析报告质量的重要因素。     

党员退出机制问题研究综述

党员退出机制是执政党自身建设的重要环节,是保持党的先进性与纯洁性的重要手段。该文章从党员退出机制的内涵、完善党员退出机制面对的新形势、党员退出机制的建设路径等方面进行整理和归纳,期望能为此研究的深入尽绵薄之力。     

Authorware多媒体课件制作技巧

本文主要是根据作者多年来运用Authorware的教学经验和制作经验,介绍了在制作多媒体课件时常用的一些技巧,如：交互性技巧、课件的“瘦身”技巧、文件打包技巧以及网上发布技巧等,希望对大家能有所帮助．     

Lessons to be learned from the history of anatomical teaching in the United States: The example of the University of Michigan

Although traditional departments of anatomy are vanishing from medical school rosters, anatomical education still remains an important part of the professional training of physicians. It is of some interest to examine whether history can teach us anything about how to reform modern anatomy. Are there lessons to be learned from the history of anatomical teaching in the United States that can help in the formulation of contents and purposes of a new anatomy? This question is explored by a review of US anatomical teaching with special reference to Franklin Paine Mall and the University of Michigan Medical School. An historical perspective reveals that there is a tradition of US anatomical teaching and research that is characterized by a zeal for reform and innovation, scientific endeavor, and active, student‐driven learning. Further, there is a tradition of high standards in anatomical teaching through the teachers' engagement in scientific anatomy and of adaptability to new requirements. These traditional strengths can inform the innovation of modern anatomy in terms of its two duties—its duty to anatomy as a science and its duty toward anatomical education. Anat Sci Educ 3:202–212, 2010 © 2010 American Association of Anatomists.     

The anatomy of anatomy: A review for its modernization

Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user‐friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists.