简论中国地方政府自治

地方自治是以民主为导向,以处理国家权力和地方权力为内容的国家制度。中国的地方自治主要是民族区域自治、特别行政区自治和我国逐渐形成的具有鲜明中国特色的基层群众自治。和西方相比中国的地方自有其自身的特点,但也面临着很大的挑战,需要进一步的完善。     

创新村民自治制度，探索农村基层民主建设之路——贵州省圭叶村“五合章”民主管理模式的创新实践与启示

党的十七大报告十分重视基层群众自治制度的发展和基层民主的建设。通过对贵州省锦屏县平秋镇圭叶村的实地调研,发现该村创新的“五合章”民主管理模式很有特色,它不仅是该村村民自治和民主管理的一种成功尝试,也是农村基层群众自治制度的创新。这样富有创意的村民自治管理模式,对探索我国农村基层民主建设之路具有一定的积极作用。     

论教师专业自主权发展的外部环境

在教师对新课程改革成功与否起着关键作用的今天,教师的专业发展显得尤其重要。然而,学校的管理模式、行政管理权、评价体系、非正式组织及社会公众对教师的态度都对教师的专业发展有一定的约束作用。因此,行政部门的放权、评价体系的改善、建立良好的组织文化、加强学校与社会的沟通对教师专业自主权的发展不无裨益。     

人民调解的本质——利益调解

从目前的情况来看人民调解与司法审判、仲裁制度一道,成为化解矛盾纠纷,营造和谐社会的重要途径。进一步深入研究人民调解显得十分必要。利益调解是人民调解的本质,协商与谈判是人民调解的核心。     

When Choice Motivates and When It Does Not

This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.     

关于修改版《民族区域自治法》的思考

修改后的《民族区域自治法》全面地总结了自1984年这部我国基本法颁布以来以法治理国内民族事务的重要经验，深刻地反映了改革开放以来我国社会制度尤其是经济制度所发生的巨大变化，高度地体现了全国各族人民尤其是各小数民族人民加快社会发展的时代要求，集中地表达了中国共产党代表全国各族人民的根本利益，带领他们尽快实现共同进步与繁荣的决心与行动。今后的任务是，认真贯彻执行《民族区域自治法》，加强民族团结，加快民族自治地方的社会发展。     

<Emphasis Type="Italic">Mathematical sophistication</Emphasis> among preservice elementary teachers

This study explores the ways in which eleven preservice elementary teachers used a web-based teacher resource to apply a mathematical definition, to correct a procedural error in arithmetic, and to make sense of a story requiring the multiplication of fractions. In our analysis we propose a framework to compare the behaviors and values expressed by our participants with the values and norms of the mathematical community. This analysis suggests that many preservice elementary teachers are profoundly mathematically unsophisticated. In other words, they displayed a set of values and avenues for doing mathematics so different from that of the mathematical community, and so impoverished, that they found it difficult to create fundamental mathematical understandings.     

Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate or not in a year-long autonomy-supportive intervention program (ASIP), and we longitudinally assessed autonomy support and three hypothesized mediating resources—gains in need satisfaction during teaching, gains in teaching efficacy, and a greater adoption of intrinsic instructional goals. The ASIP did increase teachers’ autonomy support, as expected, and the two resources that explained this professional developmental achievement were intervention-enabled gains in teaching efficacy and intrinsic instructional goals.     

从比较法的角度分析中美民族治理模式的不同

民族问题是一个国家的政治问题,也是一个法律问题。中美两国都是多民族国家,民族矛盾和冲突一直伴随着国家的建立和发展,如果解决不好,会影响到国家的稳定、社会的发展。因此,通过研究中美两国的民族治理模式,为本国民族问题的解决寻找到更多的途径。