马克思的市场经济社会发展观新解     

巴能强 《首都师范大学学报(社会科学版)》2002,46(2):43-47

马克思对市场经济社会的发展阶段及其特征的描述是建立在人的个性发展的必然性逻辑之上的 ,只要符合这一逻辑的必然性 ,社会发展的环境和历史机遇就会促成多样的发展道路。  相似文献   

Inter-asperity cavitation for misalignment journal lubrication problem based on mass-conservative algorithm     

Zhen-peng He  Jun-hong Zhang  Zhou-yu Li  Lin Ba  Gui-chang Zhang  Kai-nan Wang  Xing Lu 《浙江大学学报(A卷英文版)》2013,14(9):642-656

Journal misalignment is common in journal bearings. When severe journal misalignment takes place, it affects nearly all aspects of bearing performance. This paper provided a comprehensive analysis of misaligned journal bearings based on two different mass-conservative models which appropriately took into account film rupture and reformation. The lubrication charac- teristics and performance parameters including the cavitation zones, pressure distribution, density distribution, oil leakage, load capacity, moment, and attitude angle were compared with the traditional lubrication model. The results showed that cavitation has great effect on bearing performances, especially when the surface roughness is large. Therefore, it is necessary to consider the effects of journal misalignment alongside inter-asperity cavitation theory in the design and analyses of journal bearings.  相似文献   

Dearth of early education experience: a significant barrier to educational and social inclusion in the Western Balkans     

Sunčica Macura Milovanović  Ivana Batarelo Kokić  Selma Džemidžić Kristiansen  Ibolya Gera  Estevan Ikonomi  Lejla Kafedžić 《International Journal of Inclusive Education》2013,17(1):36-54

The article summarises the socio-political, cultural, economic and educational background to the Western Balkans region and outlines the wider qualitative research study that provided the data on early and pre-school educational opportunities in the seven countries involved; Albania, Bosnia and Herzegovina, Croatia, Kosovo (under United Nations Security Council Resolution 1244), the Former Yugoslav Republic of Macedonia, Montenegro and Serbia. The authors examine international research and literature on early education that identifies it as an important means of enabling subsequent educational and social inclusion and attainment. They proceed to discuss and illustrate from the research data five inter-linked factors showing that provision of early education in the Western Balkans is inadequate and exclusive and that children who are already at greatest socio-economic and cultural disadvantage and at potential risk in elementary and secondary education are least likely to participate in, or benefit from, it. Some recent more encouraging developments are noted but the article concludes that substantially more investment and positive actions are needed in raising awareness of the importance of early education and in developing policies and provision for it that will benefit children currently at greatest disadvantage.  相似文献   

The Violence of the Fantasy     

Slavoj Žižek 《The Communication Review》2013,16(4):275-287

  相似文献   

关于运动鞋几种性能的浅析     

巴洪冰 《佳木斯教育学院学报》2013,(9)

随着社会的发展,人民对竞技体育和健身运动的热爱,高科技含量的运动鞋就显示出重要的意义,以性能指标作为反馈信息是实现高科技含量运动鞋的良好发展模式。通常科技含量较高,能满足更高运动要求的运动鞋应有几大特点:防滑性能及附着力强,运动员易于控制;减震功能极佳,保护运动员的下肢安全;吸湿性及透气性能好,能应对大运动量和长时间的体育运动,从而达到保持鞋内干爽透气。本文将就运动鞋性能的国内外研究现状和最新试验方法做一综述,为研究和制订我国运动鞋业提供绵薄之力。  相似文献   

III: Torn between Action and Reflection: some dilemmas of ‘pedagogical support persons’ in the Environment and School Initiatives Project     

Barica Marentič Požarnik  Majda Skerbinek  Slava Murko  Justina Mlinar 《Educational Action Research》2013,21(3):469-486

ABSTRACT

In 1990, a group of Slovenian researchers and teachers from eight elementary schools joined the international project Environment and School Initiatives, co‐ordinated by OECD/CERI. This paper presents some dilemmas and insights resulting from the co‐operation of ‘pedagogical support persons’ with teachers during the project, using the action research paradigm which presupposes a partnership relation and mutual learning of all involved. The paper has two parts. The first part deals with the rationale of educational support and with some dilemmas encountered, such as: What is action in action research on environmental education? How to help teachers develop initiative and self‐confidence in doing action research? (avoiding the trap of giving recipes, but also another trap of giving “freedom” where teachers needed genuine help and direct feed‐back on what they were doing). The second part is a case study of one of the Slovenian projects, illustrating the problematic nature of the relationship between action and reflection, between making others understand the underlying complexity of environmental problems and developing one's own deep understanding. The process of maturing and developing genuine communication is illustrated by quotations and interpretations from the perspective of all “three circles’: the pupil's, the teacher's and the support person's. to condemn, but not so easy to understand. I may illustrate this from my experience, but first I shall proceed with my interview.  相似文献   

Educational action research to initiate discourse on inclusion in an e-learning environment in teacher education     

Inga Gedžūne  Ginta Gedžūne 《Educational Action Research》2013,21(1):72-89

This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants’ involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations.  相似文献   

Raising the language awareness of pre‐service English teachers in an EFL context     

Ayşe Eser Başyurt Tüzel 《欧洲师范教育杂志》2009,32(3):271-287

This study investigates the challenges that non‐native pre‐service English teachers (Haluk, Gaye, Selin, Öznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students’ level, and authenticity of the classroom language. During this study, the target language awareness training session was offered by the university supervisor in order to improve the student teachers’ target language use in the classroom. The training sessions included classroom observations, feedback sessions, semi‐structured interviews, retrospective protocols and discussion meetings with the student teachers. The findings indicated that the language awareness training had a positive impact on the target language use of the pre‐service English teachers. Furthermore, this study discusses the curriculum and the requirements of the language teacher education programme in an EFL setting and makes suggestions for the professional development of non‐native pre‐service language teachers.  相似文献   

Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students     

Cirila Peklaj  Blaž Vodopivec 《European Journal of Psychology of Education - EJPE》1999,14(3):359-373

The purpose of the study was to investigate the effects of individual versus cooperative learning on different components of students’ functioning. As a theoretical framework to analyse these processes we used CAMS model (Dansereau, 1986; O’Donnell & Dansereau, 1992), which includes four levels of students’ functioning: cognitive (C), affective (A), metacognitive (M) and social (S). 373 fifth grade students (170 in experimental group and 203 in control group) from nine different primary schools participated in the research. In the experimental group cooperative learning was introduced for one in four lessons in two subjects: mathematics and Slovene language. The control group received the traditional way of teaching. Statistical analysis showed strong positive effects of cooperative learning on achievement in both subjects. No other variable showed differential change.  相似文献   

Novice teachers in the Czech Republic and their drop-out intentions     

Světlana Hanušová  Michaela Píšová  Tomáš Kohoutek  Eva Minaříková  Stanislav Ježek  Tomáš Janík  Jan Mareš  Miroslav Janík 《European Journal of Education》2020,55(2):275-291

The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers.  相似文献