化学多媒体CAI的兴起、现状、发展趋势与研究前沿

通过对化学多媒体发展过程的回顾 ,对其发展趋势作了估计 ,并提出 13个研究前沿课题     

发展中国家的图书馆政策及其借鉴

以印度、韩国、南非、巴西等国为代表的主要发展中国家,在图书馆政策的制定方面都有自己的特色,值得我国学习和借鉴。文章对这些国家图书馆政策的制定主体、图书馆政策形式、政策涉及的重点领域等方面进行了较为系统的分析,并对制定和完善我国的图书馆政策提出了若干建议。参考文献26。     

Education,development and poverty reduction: A literature critique

The concept of development has evolved from an exclusive focus on economic growth towards an interrelated, even integrated approach involving progress across a range of disciplines such as health, education, economics and agriculture. The Millennium Development Goals (MDGs) are rooted in this evolved conception of development. A concerted global effort embracing multiple disciplines in the formal and informal sectors is now essential for their achievement. This paper traces the changing meaning of development, while at the same time tracing the benefits of investing in education for poverty reduction, and the conditions that facilitate and/or hamper education's contribution to poverty reduction.     

“浙江模式”独立学院的优势、困境与出路

浙江省是我国独立学院创办的先发地。独立学院“浙江模式”对我国独立学院办学影响较大。这一办学模式较好地坚持了独立学院办学公益性原则,办学质量有保证,办学规模扩张速度快,对母体高校的回报大,是当前我国独立学院主要的一种办学模式。但面对独立学院在新时期的发展,这一办学模式也同样暴露出办学条件不足、办学投入不足、办学体制不顺、办学特色缺乏、产权过户困难、发展空间堪忧、独立依附两难的问题,亟待寻找新的出路,促进其健康可持续发展。     

基于应用型人才培养的外贸英语函电教学思考——以开发信一节为例

应用型本科高校是以应用性人才培养为突出特征的一种新型高校。国际贸易专业的目标是培养具有国际商务技能的应用型人才,而外贸英语函电写作能力是外贸人员基本专业技能之一。开发信是开发新客户的重要工具,本文以开发信为例,探讨在应用型本科高校的平台上,如何优化外贸英语函电课程教学,提高学生的专业素养,以满足新时期外贸业务发展的需要。     

新时期高校师德建设的路径探析

对高校事业发展而言,师德建设至关重要。为贯彻落实中共中央、国务院及教育部相关文件精神,进一步做好师德建设工作,本文从高校师德建设的意义、存在的问题及原因,师德建设的主要内容和途径等方面进行阐述,以期为新时期高校师德建设提供参考。     

从整合到聚合：国内数字资源再组织模式的变革

针对数字资源再组织问题,对比经典的“数字资源整合”模式和新兴的“数字资源聚合”模式之间在背景、目标、理念、内容和方法等方面的异同,剖析数字资源再组织模式从整合到聚合的变革路径,并指出了数字资源再组织模式发展的精细化、体系化、可视化和立体化趋势。     

发展中国家开放存取发展现状

从开放存取期刊和开放存取知识库两方面,比较分析了发展中国家开放存取资源的数量、质量、发展速度和学科分布,提出了促进我国开放存取进一步发展的策略,如加大国家层面支持、提升开放获取认同度、整合开放获取资源等.     

Managing indigenous knowledge for sustainable agricultural development in developing countries: Knowledge management approaches in the social context

This paper is based on a PhD study (Lwoga, 2009) that sought to assess the application of knowledge management (KM) approaches in managing indigenous knowledge (IK) for sustainable agricultural practices in developing countries, with a specific focus on Tanzania. This study used a mixed-research method which was conducted in six districts of Tanzania. Non-participant observation, semi-structured interviews, and focus groups were used to collect primary data from small-scale farmers in the selected districts. A total of 181 farmers participated in the semi-structured interviews, where the respondents ranged between 27 and 37 per district. Twelve focus group discussions were conducted in the selected districts. The study revealed that IK was acquired and shared within a small, weak and spontaneous network, and thus knowledge loss was prevalent in the surveyed communities. There were distinct variations in the acquisition of agricultural IK both in different locations and between genders. Information and communication technologies (ICT), culture, trust, and status influenced the sharing and distribution of IK in the surveyed communities. The research findings showed that KM models can be used to manage and integrate IK with other knowledge systems, taking the differences into account (for example, gender, location, culture, infrastructure). The paper concludes with recommendations for the application of KM approaches for the management of IK and its integration with other knowledge systems for agricultural development in developing countries, including Tanzania.     

Philosophy of Science in the Science Teacher Education Curriculum

Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.