自主学习模式下的大学英语口语教学

口语教学是目前我国大学英语教学的难点和重点。在学生自主学习的教学模式下，大学英语口语教学应该课内外结合，教学内容应与学生的经历和现实语境结合，全面提高学生的英语语言运用能力。本文重点探讨口语教学的理论依据、具体教学模式、遇到的困难以及解决的办法。     

美国《开端计划执行标准》评介

美国开端计划是由美国联邦政府制订并推行的一项主要针对处境不利学前儿童及其家庭的国家行动计划,作为扩大教育机会、保障教育公平的重要手段,为保证并促进其实施与质量,联邦政府自计划实施之初就为它制订了一套执行标准,并不断根据现实发展的需要对其进行修订.开端计划执行标准对开端计划涵盖的七种服务都作了详细具体的规定,其文本由标准概要、服务规划、社会服务标准、儿童健康和发展服务标准、个人教育项目服务标准、营养服务标准、家长参与服务标准、合作服务项目标准八大部分组成,并提供了多种运作方式供地方获权机构与授权办事处根据自身情况灵活选择与运用.此外,执行标准还强调组成包括政策理事会、政策委员会和家长委员会在内的开端计划治理机构,以加强对开端计划执行过程的监督与对其实施效果的监测和反馈,从而保证为处境不利儿童及其家庭提供高质量的多方面服务.     

拉萨市农牧区新课程改革的再思考

西藏教育的发展经过长期努力,取得了巨大成绩。在实施新课程改革之际,结合西藏的实际,在拉萨地区借鉴实践中的“并进式”课程设置,可引导农牧区教育的改革向纵深发展。     

新时期文学中的“弱势者”与审美取向

新时期文学有大量作品关注了弱势群体和个体“弱势者”,近年更成为醒目的主题。这些描述揭示了社会权力状况、阶层结构、时代走向和价值观念的变化,塑造了许多耐人寻味的“弱势者”形象。其中有三种审美倾向:理想主义的赞颂,现实主义的描述,文化的思考与揭示。它们表现了不同的审美立场和价值取向,显示了新时期文学的阶段特征。     

美国吸引高质量教师到薄弱学校的新举措

20世纪90年代以来,美国教师需求存在很大缺口,而薄弱学校由于新教师多、缺乏支持性管理、教师待遇不高导致教师流失率居高不下。在此背景下,美国对薄弱学校教师质量要求却比以前更高了。为了吸引高质量教师到薄弱学校,美国一方面设置专项资金用于吸引和稳定高质量教师,制定政策对学校高质量教师提出硬性要求或通过间接的政策调控迫使薄弱学校吸引和稳定高质量教师;另一方面改善薄弱学校管理,加强对新教师的入职指导和要求,提供支持性管理,给教师以更多的自主权,提供事业发展的机会和前景。     

Examining the ethical environment in higher education

Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues.     

Building a just world: the effects of service-learning on social justice beliefs of Chinese college students

This study aimed to examine the effects of different service experiences on the social justice beliefs of 60 Chinese college students with mixed methods. The quantitative results indicated that the participants in two service groups (i.e. for at-risk adolescents and adolescents with cerebral palsy) demonstrated a more significant promotion of social justice beliefs than their peers in non-service group. A qualitative analysis provided evidence of the mechanism underlying service-learning, as well as different service experiences affecting on students’ social justice beliefs. Finally, the implications for implementing service-learning and realizing social justice goals in China were discussed.     

敢问全民健身的路在何方——关注弱势群体

弱势群体是全民健身必须严肃面对和认真研究的社会问题。全民健身应针对弱势群体的基本特征、状态结构及不同成因,把弱势群体纳入社会支持体系中,采用灵活的政策,采取相应的措施,实现真正意义上的“全民”健身。     

学校体育校本课程开发的思考

以新一轮基础教育课程改革为契机,学校课程改革的背景,学校体育校本课程开发为切入点。运用文献资料法,逻辑推理及分析法对学校体育校本课程开发过程中影响因素的分析,旨为学校体育与校本课程的开发提供参考意见。     

Teachers' perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education

This inquiry explores teachers' perspectives on enacting environmental education in a Québec urban locale with high student diversity. Participating in focus groups and interviews, teachers from three schools discussed their experiences incorporating environmental education into their multiculturally-diverse classrooms. Challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. Findings suggest moving toward practices of culturally-responsive environmental education that demand more than awareness but include interactive dialogue. Teachers need support from beyond the classroom and the capacity to develop curriculum facilitating the inclusion of students' culture.