互联网与高校德育管理工作软环境的优化

用先进的文化占领网络阵地,用正确的思想引导学生上网,充分发扬网络的优势,克服其弊端是思想政治教育的重要任务。同时网络为思想理论教育提供了一个全新的空间,使高校思想理论教育有可能利用这个空间提高时效性,扩大覆盖面,增强影响力,加强网络环境的建设,是优化高校思想德育教育软环境的又一关键环节。     

高等院校网络文化建设面临的挑战及对策

网络化对人类社会产生了深刻的影响，受网络化影响最深、最广的莫过于正在接受高等教育的在校大学生。如何认识网络化，利用网络化来引导、教育大学生是当前高校网络化建设面临的一项重要而紧迫的任务。章分析了高等院校网格化建设面临的形势和挑战，并提出了相应的对策。     

旅游环境承载力的研究现状

本文通过对旅游环境承载力的研究现状进行综合研究，讨论了旅游环境承载力和旅游环境承戢量的概念，并给出旅游环境承载力体系和相关计算模型。     

知识为本能力为魂--我的语文教学观

受应试教育的影响,传统的语文教学崇尚以知识为本,以能力为辅。为了促进以学生发展为本的教育改革理念。本文提出了在语文教学中应授学生以“法”的观点,教师应让学生学会正确开启知识之门的金钥匙,唯有如此,才能使我们的语文教学真正焕发出生命活力。     

Direct - Torque, Neuro - Fuzzy Control of Induction Motor

Fuzzy systems are currently being used in a wide field of industrial and scientific applications. Since the design and especially the optimization process of fuzzy systems can be very time consuming, it is convenient to have algorithms which construct and optimize them automatically. In order to improve the system stability and raise the response speed, a new control scheme, direct - torque neuro - fuzzy control for induction motor drive, was put forward. The design and tuning procedure have been described. Also, the improved stator flux estimation algorithm, which guarantees eccentric estimated flux has been proposed.     

信息网络化发展对思想政治工作的挑战

网络作为一场技术革命，在教育主体、教育内容以及教育方法上都对思想政治工作产生了巨大的影响，形成了一种优势，同时，在形象性，时效性，广泛性，娱乐性，互动性教育等方面表现出来又给思想政治工作带来了新的契机。如何抓住机遇加强改进思想政治工作，是我们急需关注研究和思考的课题。     

人的全面发展和图书馆的人性化服务

人的全面发展是人的本质要求，人必须尽可能地全面占有前人创造和积累的一切知识，才可能在新的起点上向前发展，而人在通过劳动实践所取得的一切知识信息，几乎全部以物化的形式存贮于图书馆里，所以图书馆在人的全面发展中起着不可替代的作用，图书馆的服务应该确立以人为本的观念，坚持公益性及读的主导地位，加强个体化服务的研究，更好地为人的全面发展服务。     

论修辞接受的社会性

接受修辞是一门年轻的课程。修辞表达和修辞接受构成修辞活动的两极,二者统一在同一的言语交际过程中,又各有不同的角色分工。本文试图从修辞接受的社会心理、社会交际、接受主体三方面进行论述,旨在说明修辞接受所具的社会性。     

大众传播时代文学的功利性选择与商业化转向

大众传媒不仅为文学提供了丰富的传播资源,而且用自己的运作理念、运作方式和审美导向、评价标准影响文学,干预文学的生产、传播与接受。文学重构价值体系,表现出对大众传媒这一强势文化力量的趋附;以功利性选择和商业化转向,表达了对大众传媒时代生存方式和发展模式的理性认同。     

Novice teachers’ learning and knowledge building during the induction programme

This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging.