Educating for innovation

In the last several decades many of the world's most developed countries have shifted from an industrial economy to a knowledge economy, one based on the creation of knowledge, information, and innovation. Educational researchers have paid very little scholarly attention to this economic shift, although it has substantial implications. After all, educational historians have repeatedly shown how today's schools were designed in the first half of the 20th century to meet the economic needs of the industrial economy; if that economy is a thing of the past, then many features of contemporary schools may become obsolete. In today's knowledge society, creativity always occurs in complex collaborative and organizational settings. Teams and organizations innovate using open-ended, improvisational group processes. I argue that education should be structured around disciplined improvisation, and I advocate the use of situated, collaborative knowledge-building activities. I argue that creative collaboration in classrooms aligns with the social nature of innovation in today's economy.     

Preparing foreign students for engineering studies in France

This article puts forward a project approach and a set of solutions to better prepare foreign students wishing to enter engineering schools in France. It focuses on how we train students to understand scientific presentations through intensive listening comprehension. Within this framework, it proposes a new educational ICT model that is original from both a pedagogical and a technical point of view. This model was achieved as a result of close collaboration between experts in the fields of science, linguistics, intercultural relations and educational ICT.     

Finding Diego: A Bilingual Student Integrates School,Language, and Identity

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.     

在大学生中进一步弘扬艰苦奋斗精神的再认识

艰苦奋斗精神是中华民族精神的核心。在大学生中弘扬艰苦奋斗精神不仅必要而且富有挑战性,随着时代的发展,不断赋予艰苦奋斗精神新的内涵,在思想认识、教育内容、实践途径诸方面为当代大学生进一步弘扬艰苦奋斗精神提出了应对策略。     

教师借班上课时的课前谈话艺术

教师借班上课,总会碰到因不了解学生、不熟悉环境,而导致教学预设不当、师生无法有效沟通产生的教学阻隔现象.课前谈话是帮助教师了解学生、提高教学针对性、消除阻隔的有效途径.激情、幽默、启思和联系生活的谈话,是教师借班上课时经常采用的四种有效方式.     

思维科学的几个基本问题探究--兼论钱学森思维科学的学术思想

思维科学有其特有的研究对象与内容、研究任务与方向，它们具有客观的真理性，排斥主观随意性。思维科学同样离不开马克思主义哲学的指导。思维科学学会必须坚持学术民主，不搞一言堂。这些重大的学术理论问题，应当引起广大的思维科学工作者和学术界的重视与讨论，这样才能进一步开展好思维科学的研究工作。     

"人如落花,命随偶然"--看古人的命运"偶然说"有感

自南朝唯物主义无神论者范缜以落花喻命以来,历史上许多文人相继作出回应．感慨“贵贱偶然,命同落花”,表现出一种自然主义的偶然观。联系历史与现实,命运偶然观应该有其合理的一面。     

中原地区民间音乐文化渊源与传承发展

本文通过对中原地区民间音乐文化发展演变过程的研究,论述了中原地区民间音乐文化在我国民族音乐文化发展和社会进步中的重要地位和作用.并从"抢救"、"研究"、"造势"和"创新"四个方面对其传承发展提出了建设性的看法.     

走向真实、走向世俗 --李贽的市民意识及其美学思想简论

李贽是明代中晚期出现的近代反理学民主思想的代言人。在其与市民接触的过程中，形成了其独特的具有市民意识的美学思想，而且也正因其与市民的接触，所以对俗学他是持高扬支持的态度。     

用《说文》中的"读若"求本字浅探

“读若”作为《说解字》中的一个重要条例，历来《说》专家们对它的作用说法不一，该肯定了现代学陆宗达与王宁先生关于“读若”主要是明音的观点，并通过分析了《说》中的几个“读若”例后，认为“读若”在帮助我们探求本字本义方面起着不可忽视的作用。