2006年“教育公平与制度变革”研究综述     

北京师范大学教育政策与法律研究所课题组 《教育学报》2007,3(3):28-33

2006年,我国的教育学研究成果繁多,涉及到的领域和论题比较宽泛,根据对2006年人大复印资料《教育学》转载学术论文的梳理和分析,发现教育公平与教育制度变革方面的问题成为论者比较集中关注的热点,反映了过去一年我国教育学研究的新进展和新走势。  相似文献   

第三代中央领导集体在宗教问题上的理论贡献     

肖荣 《内蒙古大学学报(人文社会科学版)》2001,33(4):12-15

90年代，国际敌对势力加紧利用宗教问题对我国实行“西化”和“分化”，国内随着改革开放的深入和市场经济的建立，宗教方面也出现了许多新情况、新问题，党的第三代中央领导集体坚持从实际出发，在继承毛泽东思想，以邓小平理论的基础上，进一步丰富和发展了宗教理论和政策。这些宝贵的理论与实践创新，对我们继往开来，把一个更加团结的中国带入新世纪将产生不可估量的重大影响。  相似文献   

How OpenLearn supports a business model for OER     

Patrina Law  Leigh-Anne Perryman 《Distance Education》2017,38(1):5-22

In 2013, the Open University (OU) in the UK launched a large-scale survey of users of its OpenLearn platform for open educational resources. The survey results revealed that OpenLearn is functioning as a showcase and a taster for the OU, thereby offering informal learners a bridge to formal education. In 2014 and 2015, the OpenLearn survey was repeated. This paper reports a comparison of the results of the surveys, highlighting considerable changes in learner characteristics, priorities and motivations over a 3-year period. The data also reveal a substantial increase in the number of learners identifying study performance-related benefits resulting from OpenLearn use and, in addition, that educators reveal increasingly positive changes in their approach to teaching. This paper outlines some of the ways in which the OU is responding to the data and discusses how further development of the platform could better meet institutional and learner needs.  相似文献   

The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals,autonomous motivation and reading proficiency     

Yin‐Kum Law 《Journal of Research in Reading》2011,34(4):402-425

Research indicates that cooperative learning with teacher‐guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher‐led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher‐led and student‐led activities. Post‐test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well‐planned teacher guidance are discussed.  相似文献   

Hong Kong undercover: an approach to ‘collaborative colonialism’     

Law Wing‐sang 《Inter-Asia Cultural Studies》2013,14(4):522-542

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辨析中国专利制度中的禁止反悔规则 《最高人民法院关于审理侵犯专利权纠纷案件应用法律若干问题的解释》中关于“无效宣告程序中放弃的技术”的规定及相关案例分析     

何懷文 《中国专利与商标》2010,(1)

我国现在的专利制度似乎正在实施所谓的全面禁止反悔规则。一方面,在专利侵权诉讼中,专利权人可因专利申请过程中或者专利无效宣告程序中所作的限缩性修改和陈述而被禁止反悔,另一方面,在专利无效宣告程序和专利无效诉讼程序中,他又可因自己在专利侵权法律程序中的陈述而被禁止反  相似文献   

浅议网络道德的建设     

温晓霜 《大同职业技术学院学报》2004,(2)

儒家思想是中国古代的主流意识形态,其中许多观点在今天仍有重要影响。在信息化技术的充分发展的今天,重提儒家伦理道德,对于网络道德伦理的构建具有非常重要的现实意义。  相似文献   

与时俱进:社会主义本质论的产生及发展     

张利明 《大同职业技术学院学报》2004,(2)

从马克思、恩格斯对科学社会主义理论的设想,到列宁、斯大林、毛泽东对社会主义理论与实践的探索,这个过程是曲折的。邓小平正确把握国内与国际形势,创立了社会主义本质论。江泽民在新的历史时期进一步丰富和发展了社会主义本质论,推动了科学社会主义理论与实践的发展。  相似文献   

社会主义政治行为道德价值判断的标准     

陶艳华 《河北师范大学学报(哲学社会科学版)》2000,(3)

对政治行为进行道德价值判断对行为主体具有深层次的价值取向或价值导向作用。从社会主义国家、无产阶级政党、干部职工和一般公民四个主体层次上 ,可探索出对社会主义政治行为进行道德价值判断的标准  相似文献   

The Literacy Skills of Language-Impaired Children: Time for 'joined up' thinking?     

James Law  Carmel Durkin 《Educational Psychology in Practice》2000,16(1):75-87

Relatively little research has been completed into the nature of the association between language and literacy in language-impaired children. This study examines a group of children who attended language unit provision between the ages of 3 years 6 months and 7 years in an inner city education authority. At follow-up, the children were between 7 years 10 months and 13 years 3 months. Of the 24 children, five had transferred to mainstream school, 12 went to a Key Stage 2 language unit and seven went to special school. The links between the assessments of language, phonological skills and literacy development are described. The educational outcomes for this group are considered. Proposals are made for closer collaboration between educational psychologists, and speech and language therapists in the initial identification of children with language impairment, and the continued communication with teachers, so that the language and literacy development of such children can be viewed within the whole teaching context.  相似文献