试谈多向交往的俄语教学

多向交往的俄语教学是一种教学模式,适合俄语教学的多向交往的教学模式,因社会对人才层次的需求而异。建立和谐的师生关系、创设良好的课堂气氛、处理好教师和学生在教学活动中的地位与作用是建立多向交往的课堂教学途径。     

狼与俄罗斯文学

狼是俄罗斯文学中一个持久徘徊的幽灵,也是俄罗斯文学观照和透视历史与人性的一面艺术之镜。狼在俄罗斯文学中不仅表现了俄罗斯与欧洲剪不断、理还乱的文化关系,也呈现了俄罗斯人沉重、复杂、充满冲突的文化心理。     

Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities

With the increase in the number of displaced peoples, the demand for skilled social workers from diverse backgrounds to serve them is critical. This article explores a continuing education program that prepares precollege individuals from newly arriving communities who will work as entry-level workers serving these immigrant and refugee communities. The article focuses on the development of a Case Management Certificate Program as a response to community-identified issues, then presents a discussion exploring the educational pathways and unique contributions of these individuals. The article calls for the profession to explore how continuing education pathways can bridge service gaps, contribute to the knowledge base of social work, and meet current labor market demands.     

The effects of integration and generation of immigrants on language and numeracy achievement

In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of their children on the one hand and the level of language and numeracy achievement of the children on the other. To answer this question we use data collected in 2008 from the Dutch COOL^5–18 cohort study. The information comes from more than 9000 immigrant and 16,000 indigenous children and their parents. The results show that as immigrant parents are better integrated and their children are of later generations, the language and numeracy skills of the children improve, though there remain large differences in achievement between different ethnic groups.     

共产国际、俄共（布）对于中国革命联合对象的选择——以吴佩孚、陈炯明和孙中山为例

共产国际、俄共（布）的对华政策具有双重性：一方面,推进中国革命与东方革命,以便打击帝国主义后方,摧毁其殖民体系,从而推动世界无产阶级革命;另一方面,要同当时中国的合法政府——北京政府,甚至地方军阀保持外交和经济关系,从而保留沙俄在中国遗留的部分特权。共产国际与俄共（布）最初选择掌握北京政府实权的吴佩孚为合作对象,后又极力促使吴佩孚与孙中山组成亲俄政府,还曾瞩目于南方的实力派陈炯明。几经波折之后,才把关注的重心转向实力和地位不断上升的孙中山。     

俄罗斯图书馆虚拟咨询服务发展与研究述评

"公共图书馆虚拟信息咨询服务"是俄罗斯专门信息咨询性网站提供的项目,它具有全国图书馆的合作性,咨询服务对象和咨询内容具有公众性。     

俄罗斯教育理念浅谈

教育理念导引教育活动的方向并帮助教育者实现教育目标。本文从俄罗斯教育理念的基本结构和主要形成途径出发,对俄罗斯教育理念进行了初步介绍,旨在促进中国教育改革和优化教学质量。     

俄语教学中心理干预模式实践研究

当前,高校中普遍存在着厌学、弃学等学风颓废现象。导致这一现象的原因很多,但其中不乏心理危机因素的存在。结合自身实际教学,试图通过建立危机干预体系,缓解学生某些心理疾病,使其达到一个平和的学习状态。     

“狼之子”的正反想象：杰克＆#183;伦敦眼中的中国移民

杰克＆#183;伦敦一生共创作了六部有关中国和中国移民形象的作品,既有对中国丑化的一面,也有对中国理解、同情的一面。虽然摆脱不了种族主义的阴影,但其更为理性的思考与更为客观的描述使得他对中国、对中西文化之间的交流做出了巨大的贡献。本文将从杰克＆#183;伦敦自身的心理因素和所处的社会历史背景来探讨他对中国移民形象正反想象的原因。     

Mexican Immigrant Students' Schooling Experiences and the Construction of Disengagement in Mathematics Learning Contexts

Through an ethnographic and narrative inquiry approach, this study draws attention to the plight of 4 Mexican immigrant high school students and their pursuit of education and mathematics learning. Their elementary school stories and experiences show a deep relationship between the learning contexts in which these students largely do school (i.e., an English learner context) and the nature of students' relationships (or lack thereof) with teachers and their process of disengagement from mathematics learning and school. Doing school is used to convey a key distinction from simply attending school. Attending school assumes uniformity/neutrality in how students might experience schooling and is a passive way of describing student participation in school. Doing school implies that students make sense of and respond to their schooling experiences in different ways and accounts for how these experiences are shaped and/or influenced by other forces (e.g., structural forces, social forces) in and out of school.