国家精品课程网上资源教学设计与开发的内容分析研究

本文从教育技术学视角依槲教学系统设计和开发理论,运用内容分析方法从教学维度、礼会维度、技术维度三个方面对2003-2006年124门国家精品课程网上资源的教学设计与开发现状进行分析,以期了解其设计与开发的优势与不足,为构建特色卡古品课程设计、开发模型等研究以及精品课程的建设、评价、共享、推广和应用奠定基础.     

论少数民族地区马克思主义信仰教育

马克思主义信仰教育是思想政治教育的核心和灵魂。信仰是信仰主体对信仰客体的由衷相信和自觉追求,是真理观和价值观的统一。加强信仰的理论确认、情感体验、行为追求建设,实践“三个代表”重要思想,弘扬和培育民族精神,增强中华民族凝聚力,是确立马克思主义科学信仰的基本途径。     

浅谈社会发展进程中的民族文化认同意识

在社会发展进程中,民族文化认同意识面临新的问题．尊重各民族的文化,共建“和而不同”的多元文化格局,是构建和谐社会的重要基础。     

用党的十七大精神推进教育工作的创新发展

十七大召开以来,高校学习十七大精神,创建“和谐”校园,形成了推进教育工作的新理念、新思路、新举措,本文从认识教育优先发展战略地位、教育工作的总体要求、弘扬尊师重教风尚以及从教师人格魅力、学识魅力出发,探讨了高校改革与发展的新思路,以期促进高校校园和谐文化建设。     

山东抗日根据地的教育历程

山东抗日根据地的教育,随着抗日战争发展的不同阶段,经历了恢复、发展、巩固、整顿与提高的过程。在新民主主义教育方针的指导下,在根据地党委和民主政府的领导和广大人民群众的积极支持下,根据地的教育事业从小到大由弱到强,为争取抗战的胜利培养了大批干部和各种专业人才,对提高人民群众的文化水平和思想觉悟、增强民族凝聚力、激发爱国主义情感和促进抗战的最终胜利发挥了重要作用。     

广西民族传统体育项目板鞋竞速的现状与发展对策

运用文献资料法,对广西民族传统体育项目板鞋竞速的现状进行分析,结果表明广西在板鞋竞速项目上有很大优势,其他省在这个项目上仍有很大的发展潜力。广西板鞋竞速运动项目的发展对策在于：提高各级领导的重视。建立和健全板鞋竞速项目训练体系,建立和完善全区和全国竞赛制度,并且加强交流与合作,最后以广西带动全国板鞋竞选运动的发展。     

Internationalization of innovation systems: A survey of the literature

While there is a large literature on the internationalization of economic activity (including R&D) at the corporate level, there are not many studies of the degree of internationalization of innovation systems. The few studies that exist show that national innovation systems are becoming internationalized, even if the institutions that support them remain country-specific. To the extent that the far more numerous studies of internationalization of corporate R&D discuss innovation systems at all, they point to the continued importance of national institutions to support innovative activity, even though that activity is itself becoming increasingly internationalized.     

我国国土资源信息化建设的成就、问题与对策

本文在总结我国国土资源信息化建设成就的基础上,分析了当前我国国土资源信息化建设进程中出现的问题,并针对这些问题提出了相应的对策及建议.     

Patterns of adversity and pathways to health among White,Black, and Latinx youth

Research has demonstrated the negative impact of Adverse Childhood Experiences (ACEs) on long-term trajectories of mental and physical health. Yet existing literature on this topic is limited in its understanding of outcomes among youth samples, optimal measurement items and methods, and differences in adverse experiences across race/ethnicity. The current study used a person-centered approach to measure ACEs and their impact on youth health outcomes across three different racial/ethnic groups from a large national database. Patterns of exposure to adverse experiences among Black, Latinx, and White youth (N = 30,668, ages 12–17) were determined empirically using latent class analysis (LCA). Significant differences in class membership by demographic indicators (age, household income, sex) and concurrent health outcomes were identified. Different models emerged for Black (2 classes), Latinx (3 classes), and White youth (3 classes). Older and lower-income youth were more likely to have experienced adversities, but there were no differences in adversity likelihood by sex. Additionally, racial/ethnic minority youth were at greater risk of experiencing higher levels of adversity, poverty, and poor health when compared to their White counterparts. Rather than occuring in meaningful clusters, adverse experiences among youth reflected a cumulative risk model such that classes were defined by the overall intensity of adverse experiences (i.e., low, moderate, high). Findings provide greater knowledge regarding the relationship between ACEs and health and future research directions to inform more targeted and culturally-appropriate screening, prevention, and intervention programs.     

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties

The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.