Some Characteristics of East Asian Mathematics Classrooms Based on Data from the Timss 1999 Video Study

In this paper, characteristics of mathematics classrooms in the East Asian countries¹ of Hong Kong and Japan are discussed based on an analysis of the data of the TIMSS 1999 Video Study. The data shows that although students in these East Asian countries did not talk a lot in the classroom, they were exposed to more instructional content. The mathematics problems they worked on were set up mainly using mathematical language, and compared with the problems solved by students in other countries, the problems took a longer duration to solve and more proof was involved. According to the judgement of an expert panel on the Hong Kong lessons (Japan did not participate in this part of the study), more advanced contents were covered and the lessons were more coherent. The mathematics presentations were more developed, and the students were more likely to be engaged in the lessons. In sum, the overall quality of the teaching in this East Asian country was judged to be high. The findings show that high quality teaching and learning can take place even in a teacher directed classroom. It is argued that these East Asian classroom practices are deeply rooted in the underlying cultural values of the classroom and the wider society. The paper ends by drawing some implications of the study for the mathematics education community in other cultures.     

论二战后英、法、荷在重返东南亚的合作与冲突

太平洋战争初期，英、荷在东南亚的殖民统治被摧毁，法国在印度支那的殖民统治也名存实亡，英、法、荷从各自的利益和实际情况出发，制定了战后重返东南亚的殖民计划。在重返东南亚问题上，英、法、荷三方都想维持战前在东南亚的殖民地格局，惟恐一方的殖民地崩溃带来连锁反应，因此，重返东南亚时，三方合作大于冲突。当英、法、荷重返东南亚后，面对日益高涨的民族独立运动，在对待东南亚殖民地的去留问题上，三方冲突大于合作，导致英、法、荷在撤离东南亚的不同结局。     

东亚货币合作的前景分析

最优货币区理论，为欧洲货币联盟的成立和发展提供了理论基础和实践指导。在分析东亚货币合作的动因与组成货币联盟条件的基础上，本文认为：实现东亚货币区可以考虑采取分步走的方式，即先建立一些次区域货币区，最终过渡到整个东亚国家和地区。     

针对中亚来华留学生的汉语教学策略

文章阐述了近三年中亚来华留学生汉语教学发展的现状特别是分析了存在的主要问题,并结合教学实践和学生特点,提出了一些针对中亚来华留学生的汉语教学策略,以期促进新疆的对外汉语教学。     

The bullied boy: masculinity,embodiment, and the gendered social-ecology of Vietnamese school bullying

This article considers the ways in which school bullying is both gendered and embodied. Drawing on ethnographic fieldwork conducted in two lower-secondary schools in northern Vietnam, the article focuses on the experiences of one ninth-grade boy, who was regularly bullied by his classmates, and whose experiences of bullying appeared to be embodied for all to see. Inspired by Arthur Brittan’s notion of masculinism, Elizabeth Grosz’s use of the möbius strip metaphor for understanding embodiment, and Urie Bronfenbrenner’s conceptualization of the ecological environment, I argue that school bullying needs to be understood not only in terms of the interactions between individuals or groups of individuals, but also in terms of the specific gendered social-ecological environment within which those interactions occur.     

民国时期东南亚精武会的盛与衰

精武体育会是近代中国著名的民间体育机构,也是近代中国在海外发展最有成绩的体育社团。它曾在东南亚华人聚居区建立了众多分会,在侨胞中推行以武术为中心的德、智、体“全人”教育,成效显著,至今犹在人心。抗战爆发后,东南亚各国的精武会因宣传抗日、支援祖国而遭到日军破坏,由盛转衰。今当精武会建会百年纪念之际,回顾其在东南亚的发展历程,对我们以传统文化为依托开展侨务工作,复兴中华文化的海外影响力都具有深远的借鉴意义。     

东亚及西太平洋地壳上地幔P波三维速度结构

利用ISC报告中 1 70 5 5 0条P波到时资料 (地震数为 1 2 5 0 0 ,台站数为 92 8个 ,且地震和台站都分布在研究区内 ) ,对东亚及西太平洋边缘海 ( 60°E～ 1 5 0°E ,1 0°S～ 60°N)的深至 30 0km的地壳上地幔三维速度结构进行了研究 ,分辨率达 2°× 2°.初步结果表明 :( 1 )在研究区域内东西两部分的岩石圈与上地幔低速带的结构有非常明显的差异 .横向上大体以 1 0 8°E为界 ,纵向上以 90km深度为界 ,东部与西部P波速度结构差异较大 .西部是岩石圈汇聚增厚区 ,东部是岩石圈拉张减薄区 .西部上地幔低速带不发育 ,东部低速带比西部厚 .( 2 )青藏高原地壳岩石圈巨厚 ,上地幔低速带不明显 .印度次大陆岩石圈板片以低角度下插到青藏高原之下 .( 3)日本海和菲律宾海地壳之下有高速体 ,可能是太平洋板块向东俯冲产生的 .     

东亚非传统安全合作探究

冷战结束后东亚地区出现各种不同类型的非传统安全威胁,推动了东亚地区非传统安全合作的进展.本文考察了当前东亚非传统安全合作的基本特征,分析制约东亚非传统安全合作主要因素,最后就目前合作模式提供了三种相互竞争的理论解释视角.     

试比较东亚模式和拉美模式之异同

东亚模式和拉美模式是第三世界现代化进程中的两种发展模式,两种模式有各自的内容和特点,但总的看,东亚模式的经验多,拉美模式的教训多。两种模式同为资本主义性质的外源型现代化模式,因而也具备了一些共同点,如都出现了政治集权化,都重视改善当局与市场的关系。     

Fair access to higher education and discourses of development: a policy analysis from Indonesia

The purpose of this paper is to explore the relationship between fair access policies and discourses of development through a policy analysis of higher education reform in post-authoritarian Indonesia (1998–present). The method was document analysis of five laws/regulations, using the criteria of accessibility, availability, and horizontality to identify the extent of fair access for students from (1) lower socioeconomic backgrounds and (2) under-developed regions of the archipelago. The analysis demonstrates how neoliberal, human capital, inclusive development and Pancasila discourses have been called upon in the making and un-making of a higher education market, with ultimately favourable outcomes for the fair access agenda.