论图书馆的特殊职能   总被引：6，自引：0，他引：6  

刘晓英  文庭孝 《图书与情报》2006,(3):6-9,14

文章从图书馆的基本职能和社会职能出发，提出了图书馆的特殊职能这一概念，讨论了目前影响图书馆发展的一些重要特殊职能：研究开发职能、社区管理职能、经济建设职能和休闲娱乐职能。  相似文献   

广东经济建设对促进图书馆国际交流与合作初探     

胡俊荣  王玉波 《图书馆论坛》2006,26(1):19-22,34

从广东经济的快速发展、图书馆的总体水平以及图书馆国际化进程等方面，分析探讨了经济发展与图书馆发展的关系。  相似文献   

唐代诗僧七家诗文别集提要     

赵荣蔚 《图书馆论坛》2006,26(6):358-361

文章择取唐代著名诗僧寒山、皎然、灵一、灵澈、无可、贯休度齐己等七家诗文别集，从著者生平、文学成就、结集过程、体例编次、内容要旨度版本流传等几个方面进行了评述。  相似文献   

新世纪(2000～2004年)图书馆学专门方法研究述评   总被引：1，自引：0，他引：1  

杨淑萍 《图书馆学研究》2005,(12):2-5,23

本文对进入新世纪以来的五年我国图书馆学专门方法的以下研究内容作了述评：图书馆学有无专门方法、图书馆学专门方法的内涵以及图书馆学专门方法的具体内容；在此基础上，探讨了我国图书馆学专门方法研究中存在的问题及应采取的对策。  相似文献   

土木工程专业英语教学改革探讨     

许芸芸  孙兆英  孟庆娟 《河北职业技术学院学报》2007,7(2):59-60,63

针对土木工程专业英语教学中存在的问题,从教学目标、教学内容、教学方法等方面进行了探讨,并提出了改革课程设置、实行“双语”教学的意义。  相似文献   

1950年代计划经济体制中国化的基本经验     

胡安全 《安徽师范大学学报(人文社会科学版)》2011,39(4):379-385

改革开放历史起源之一是对计划经济体制在中国最初实践经验的思考和结合中国实际进行改革的初步尝试。1950年代,中国共产党人在推进社会主义改造和建立社会主义制度的同时,就提出、探讨了将苏联计划经济同中国具体实际相结合、建立中国式的社会主义经济体制这样一个历史课题。在实践中,中共提出了发挥中央和地方两个积极性、社会主义经济是计划性与多样性和灵活性的统一、三个主体与三个补充相结合等一系列思想,取得了丰富的经验。这些思想和经验成为中国特色社会主义兴起的重要基础。  相似文献   

The impact of a professional development programme on teachers' attitudes towards inclusion     

DAWN B. MALE 《Support for Learning》2011,26(4):182-186

This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed.  相似文献   

Caregivers of school children with epilepsy: findings of a phenomenological study     

Jillian Roberts  Cheryl Whiting 《British Journal of Special Education》2011,38(4):169-177

Epilepsy is one of the most frequently diagnosed neurological disorders among children. Epilepsy is continuously linked with academic underachievement and social challenges. Despite the implications that these difficulties have for a child's educational success, little is known of how children with epilepsy experience school. Understanding how to best support and accommodate these children can contribute to their positive adaptation and quality of life. The purpose of this phenomenological study by Jillian Roberts and Cheryl Whiting of the University of Victoria, British Columbia, Canada, is to understand the school experiences of children with epilepsy. Data was gathered through open‐ended, semi‐structured interviews. The caregivers' narratives were transcribed and analysed to elicit the essential experiences of school children with epilepsy. Five categories were elicited from the families' narratives: (1) health‐related issues, (2) family coping, (3) academic experience, (4) social belonging, and (5) awareness. This information will be particularly useful for teachers and allied professionals serving the needs of children with epilepsy – as well as those with other chronic health conditions.  相似文献   

对外汉语教学视角下的汉字笔画分类     

陈子骄 《大连教育学院学报》2011,27(1):30-32

化解对外汉语教学中＂汉字难＂的问题,应对笔画重新分类。按笔画笔向折转与否,可将笔画＂三分＂为横、竖、撇、捺、点、提六个基本笔画,折、钩、弯三个特殊笔画和多个复合笔画;基本笔画可再＂三分＂为点画、线画和半线画;特殊笔画＂折＂使线画、半线画折转成直角,＂钩＂转成钝角,＂弯＂转成圆弧。占笔画多数的复合笔画都是基本笔画折、钩、弯而成的。  相似文献   

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion     

Rachel Lambert  Trisha Sugita 《Support for Learning》2016,31(4):347-366

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.  相似文献