中国传统乡村社会管理体制的实质

关于中国传统乡村社会管理体制这一问题,近来有些学者提出“宗族自治”、“乡绅自治”等“地方自治”的观点。本文通过对中国传统乡村社会管理体制各要素及其内部相互依存关系的分析,说明这种所谓的“自治”只是表象,其实质是王权专制下国家政权与族权、绅权共同统治的“官治”。     

论外语教师在自主学习中心中的角色定位

培养学生自主学习能力,自主学习中心扮演着重要角色。本文以自主学习理论为基础,介绍自主学习中心的功能和设施,阐述英语自主学习中心对教师的挑战以及教师在自主学习中心所扮演的角色。     

体育专业大学生自主支持感特征研究

采用文献资料法、问卷调查法和数理统计法对900名巢湖学院体育专业本科生的自主支持进行调查。结果表明：体育专业大学生的自主支持感与训练年限存在显著正相关,与性别、项群两个变量无显著相关性。且随着训练年限的不断增长,自主支持感得分越高。     

Autonomy-connectedness, acculturation, and independence-interdependence among various cultural groups in a multicultural society

The present study was aimed at investigating the relationships between autonomy-connectedness and adherence to independent and interdependent values in second-generation Dutch immigrant women with a background in countries labeled as collectivistic, and same-aged indigenous Dutch women (N = 180 and N = 157, respectively). Both groups completed the Autonomy-Connectedness Scale (ACS-30; Bekker & Van Assen, 2006) and the Self-Construal Scale (Singelis, 1994). Additionally, those with an immigrant background filled out the Acculturation Questionnaire (Arends-Tóth & Van de Vijver, 2003). Contrary to expectations, both groups had similar levels of self-awareness, whereas the indigenous Dutch women were - after controlling for educational level - more sensitive to others. In both groups, but even more in the group with an immigrant background, adherence to independent values appeared to contribute substantially and positively to self-awareness as well as capacity for managing new situations, and negatively to sensitivity to others. In addition, adherence to interdependent values contributed, for both groups, positively to sensitivity to others, and, for those with an immigrant background, negatively to self-awareness. The ACS-30 appeared to be useful for assessing autonomy-connectedness in the immigrant groups that participated in the study. The results confirm that a simple distinction between native and immigrant Dutch groups in terms of being self- or other-focused should be rejected, and give rise to further, clinically relevant research questions.     

试论重整计划表决中的意思自治及其限制

重整计划表决制度是破产重整程序中的一项重要制度,而在重整程序中意思自治及对其进行限制是利益平衡的必然要求,这一法律思想也体现在重整表决制度设计之中。作为我国破产法新创设的一项制度,重整表决制度在协调意思自治与法律强制方面仍有许值得商榷之处。借鉴外国先进的立法例,吸收其有价值的法律思想,是完善我国破产表决制度的一条重要路径。     

高职院校单独招生改革试点工作的调查与分析——以广东省示范（骨干）院校为例

示范（骨干）院校单独招生改革试点在提高高职教育的社会认可度、创新高职生源选拔模式、扩大学校办学自主权、合理分流普通高中毕业生等方面取得了明显的效果。经过五年的探索与实践,广东省示范（骨干）院校单独招生改革试点工作取得了一定的成绩,同时也出现了一些不容忽视的问题。为此,可通过将招生对象向外省拓展、探索专业大类招生、组建单独招生院校联合体、构建单独招生多元选拔模式等措施进一步加以改进。     

‘The song remains the same’: rebuttal to Sherblom's re‐envisioning of the legacy of the care challenge

Abstract:

The authors analyse and compare two of the major moral education programmes in the United States, namely, Character Education Curriculum and the Values Clarification Programme. The latter is seen to be more egalitarian and to stress the development of autonomy and choice in the child. The former tends to follow the ‘bag of virtues’ approach to moral education and is more directly instructional in its methods. The strengths and weaknesses of these two programmes are compared and it is concluded that both are significant steps towards an effective approach to moral education.     

The developmental directions and tasks of the school based curriculum management system in Korea

The purpose of this paper is to inquire into the developmental directions and tasks of the School Based Curriculum Management(SBCM) system. The concept of the School Based Curriculum Management can be considered as a subsystem to School Based Management. The logics behind the SBCM system are autonomy, accountability, effectiveness, creativity, professionalism, and participation. The developmental directions of SBCM are to establish and implement the highly autonomous and participative SBCM, the diverse creative SBCM, the highly accountable SBCM, and the professional SBCM. The developmental tasks of SBCM suggested in this study are to establish the School Based Staff Development system, to practice the evaluation system that can control the quality of SBCM, to be managed by a strategic-layer management system, and to constitute the committee of school curriculum.