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Dr. Roberto P. Reyes 《海外英语》2007,(3):8-10
本文为外教Rober to P. Reyes在离开中国时,写给他学生的一封信,主要目的在于鼓励中国学生学习英语,以及如何培养英语学习的兴趣等各方面的良好建议。 相似文献
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《Journal of Teaching in Social Work》2013,33(1):65-80
The paper examines the ways in which group work teachers deal with students understanding of the complexities of group work, while they support students acquisition of practice skills with groups. The students' ability to acquire skills in working with groups, and demonstrate them will vary greatly. Principles and techniques used in teaching group work should reflect these variations. Specific and concrete ways that instructors may use to individualize their approaches in teaching and communicating are presented. These principles and techniques also are relevant for teaching other social work practice methods. 相似文献
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邵芳 《湖南科技学院学报》2005,26(2):115-119
《白鲸》是美国作家麦尔维尔的传世之作。我国1999年出版的姬旭升译本,是流传广泛的译本,但是这个译本的错误和遗漏非常严重。原著中重要的预言被遗漏,预言者被搞错,随意增加、改变、减少原著中没有的细节,严肃的旨趣被掩盖,甚至情节也有倒错的地方,译本的标题也大多和原著标题不符。 相似文献
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George Arthur Bailey 《The Journal of environmental education》2013,44(4):3-8
Abstract Academic wilderness education is separate from adventure and skills-oriented approaches. Though problems in logistics, academic expertise, and leadership place unusual demands on teachers and students, the qualitative benefits of field studies can be profound. Three programs are described ranging from short- to long-term immersion in backcountry environments. The University of Montana Wilderness and Civilization program focuses on the boundary between wildness and domesticity. The Outdoor Program of Hampshire College uses an individual-in-community approach that leads toward participatory empowerment. Sierra Institute programs, offered through the University of California Extension, Santa Cruz, challenge students with eight weeks in wilderness areas, probing the roots of ecology and attitudes toward nature. At the deepest level, wilderness studies direct participants toward reconnecting culture with nature through advocacy and cultivation of the ecological self. 相似文献
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Zdenko Kodelja 《Educational theory》2013,63(3):317-330
Zdenko Kodelja's purpose in this essay is not to give a comprehensive explanation of the impact of neoliberal ideas and politics on authority (in all of its forms) of universities and their professors. His aims are much more modest: to sketch a theoretical framework for better understanding what the essence of authority is; to show that the relation between authority and trust is the key to explaining the effect of neoliberal politics on the authority of the university and university professors; to discuss professors' autonomy as deriving primarily from epistemic authority and to point out that what makes professors epistemic authorities is not the truth of what they say, but rather the students' belief that it is true; and to disclose some problems related to authority, university autonomy, and neoliberal politics. 相似文献
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The past,history, and education 总被引：1，自引：1，他引：0
Sirkka Ahonen 《课程研究杂志》2013,45(6):737-751
If you mention ‘educational reform’ in a room full of educators in the US, prepare to leave the room with your ears burning. For most teachers and school administrators in the US, ‘educational reform’ currently means standards, curriculum frameworks, mandatory state tests for students, and sanctions for schools if test scores fail to rise. Although some educators see benefits in parts of this agenda, many find that their jobs have become more stressful and less rewarding, and they wonder how schools got into their current situation. Reading the two books reviewed in this essay provides some answers, including insights into what motivates educational reformers and into why reforms often play out differently from what their designers intended. 相似文献
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Scott Eacott 《Journal of educational administration and history》2015,47(4):414-431
Contemporary discourses in educational administration have exponentially grown the number of adjectival leaderships, challenged traditional organisational structures, and offered autonomy as a solution to performance issues. In this theoretical paper, I ask what does the principalship look like after autonomy? Despite the range of objections that could be raised in relation to thinking with and through an organisational role, it is the contention of this paper that it is in the principalship that we find important resources for theorising educational administration, even if, at first sight, these resources appear to bear little connection to, or resonance with, contemporary discourses of ‘leadership’ in education. Working within a relational approach to educational administration that I am advancing, my argument is built around three key markers: the centrality of temporality, the (im)possibility of the local, and the imposition of ‘quality’. 相似文献
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教师职前教育是现代教育体系的重要一环。改革现行的教师职前教育模式是全面推进素质教育,推广实施基础教育新课程的必要前提。文章分析研究了我国目前以定向型为主的教师职前教育模式存在的主要问题,深入探讨了高层次、多元化、开放性的教师职前教育模式的建构问题。 相似文献
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本文主要论及马克思主义在何种意义上与后现代主义相遭遇,以及面对后现代主义的指责,马克思主义是如何给以回应和加以超越的,而这种超越又对中国的现代化建设具有十分重要的启示意义. 相似文献
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翻译文化转向对当代翻译研究产生了巨大的影响,使翻译外部研究得到了广泛的关注.外部因素对翻译的选择、翻译的接受和传播起着重要的影响作用.而意识形态、赞助者、诗学等因素对译者的尤为影响突出,他们相互作用影响着译者的翻译动机、翻译文本的挑选、理想读者的确定和翻译方法的选择及使用.从某种意义上说翻译即是改写,是为权力服务的有效手段. 相似文献
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郑传芳 《福建师范大学学报(哲学社会科学版)》2001,(3):1-5
中共走过了80年奋斗历程，80年来共为实现中华民族的解放和人民幸福，为坚持和发展马克思主义，为纯洁和壮大自身队伍，为世界和平与人类进步事业进行了不懈奋斗，中共80年不懈奋斗留给我们宝贵的历史经验和启示：只有坚持正确的奋斗过旨，开创有中国特色的奋斗道路，确保坚强的奋斗领导，保持宽广的奋斗眼光，同时注意奋斗的艰巨性和风险性，把奋斗的时代性和先进性、实效性和可持续性、原则性和灵活性相结合，才能取得事业的胜利。 相似文献
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李湘 《和田师范专科学校学报》2005,25(4):75
"诛、殺、弑"都可表"杀"的意思.本文以<史记>中"诛、殺、弑"为例,从它们所支配的对象不同即受事上各有分工和语用区别特征的不同来进行分析说明. 相似文献
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The rise of standardization signals that Paulo Freire's critique of the banking concept of education continues to be relevant
today. But Freire's theory of critical pedagogy has not gone without its critiques. On the one hand, the fact that these criticisms
exist should not blind us to the fact that Freire's intention was to formulate an emancipatory pedagogy because of oppressive
systems of education. On the other hand, we cannot continue Freire's project without heeding the warnings issued by these
criticisms. In this paper, we address pressing issues concerning Freire's libratory pedagogy and the way it has been taken
up by recent Marxist theorizing in education while at the same time maintaining the importance for thinking through an emancipatory
pedagogy. We are clear: the real culprit in this situation is the persistent life of oppression itself. We utilize psychoanalysis
and the theories of Michel Foucault in order to pinpoint and work through a specific problematic concerning Freire's theories
– namely: oppression has an existence in the unconscious such that those who are oppressed form passionate attachments to
the forms of power that oppress them. Indeed, such a problematic is not flattering for all who are concerned with forms of
social oppression, but, we contend, that unless this problem is recognized and worked through, no real liberation is possible 相似文献