先秦儒学的道德修养论及其现实价值

先秦儒家的道德修养论是先秦儒家道德学说中最有特色的部分之一,本文主要从道德修养的内容,道德修养的目的以及道德修养的方法这三方面阐述了儒家的道德修养论,并简要阐述了先秦儒家道德修养论对于当今“以德治国”思想的借鉴意义。     

拯救现世人生:西方前浪漫主义、浪漫主义批评的一个诗学话题

拯救现世人生这一问题,在前浪漫主义及浪漫主义时期即已开始进入人们的关注视野.但是,人们的这种关注更多地体现为创作及批评实践中的一种价值标准和立论的出发点,而较少直接呈现为批评话题、成为诗学问题,只是在席勒与华兹华斯的批评实践当中才有一些较为集中的分析、论述.所以,前浪漫主义及浪漫主义批评在对现世人生的拯救这一诗学问题的引入、这一诗学生成领域的开拓上,不可避免地存在着某些局限与不足.     

Preparing early childhood educators for global education: the implications of prior learning

This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.     

一种有利于故障扬声器时频特征提取的预处理方法

采用时域预加重处理方法对扬声器响应信号进行处理,并对其进行短时傅里叶变换（STFT）,从变换后的扬声器响应信号时频图中可以得到更为明显的扬声器故障特征,为故障扬声器的时频特征提取提供了一种有效的预处理方法,实验结果显示故障识别率达98％以上。     

小学英语教育专业实习生专业现状调查

基于国内外教师专业发展的理论成果对某师范院校小学英语教育专业实习生专业发展现状的调查发现:被试普遍具有较好的英语语言表达能力,求知欲强,信息接触面广,专业发展愿望强烈,但专业发展规划不够明确,也未能掌握行之有效的专业发展方法,课堂教学实践技能薄弱,在将师范教育阶段的理论知识转化为实践能力上还存在较大距离。     

顾桥煤矿南区进风井地面预注浆施工工艺

针对顾桥煤矿南区进风井井筒新生界松散层厚,注浆深度深、质量要求高、工期紧等特点,采用直孔与S型钻孔相结合的注浆施工技术,取得了良好的效果。着重介绍了注浆技术方案、施工工艺、注浆效果及经验、体会等。     

A culturally relevant teaching course: Reflecting pre‐service teachers’ thinking

As professors of Culturally Relevant Teaching, we seek to expand pre‐service teachers’ understanding of cultures through critical examination of personal cultural backgrounds, as well as, of those diverse groups who historically have experienced oppression in US society and its educational system. We share the story of how we develop and implement the course, setting it in the context of our teaching for a social justice‐oriented teacher education program in a predominantly White, rural, state university college. We indicate the literature from which we developed the course content and its activities; we analyze pre‐service teachers’ awareness of their cultural identities; and, describe the implications of this knowledge for teaching as reflected in the cultural autobiographies and narratives pre‐service students write at the beginning and end of the course. We hope this study will be helpful to other multicultural educators implementing similar courses.     

A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning

This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.     

Using social stories to decrease aggression and increase positive peer interactions in normally developing pre‐school children

Social stories have been widely used for children with autism and developmental delays; however, little research has been conducted that examines their effectiveness with pre‐school children who have no developmental delays. The present study investigated this previously undocumented use of social stories. Social stories were used to decrease aggression and improve positive peer relations in a Head Start pre‐school setting. Participants included three four‐year‐old pre‐school students. A single‐subject, ABC multiple baseline design with counterbalanced treatment order was implemented where social stories were compared to a neutral book. Direct observations and pre‐ and post‐Behaviour Assessment System for Children‐2 (BASC‐2) Teacher Rating Scale (TRS) scores were examined. Results revealed some support for the usefulness of social stories in this setting and with this population. Limitations of the study are discussed and directions for future research are provided.