Culturally responsive teaching in China: instructional strategy and teachers’ attitudes

The aim of this study was to investigate the manner in which teachers facilitate the pedagogical process within a culturally diverse student population. The study focused on two primary schools in China; one located in a more fully developed city in eastern China (Case A), while the other was in a less developed city in rural western China (Case B). This allowed the researchers to compare and analyse the different instructional practices by means of semi-structured interviews and questionnaires. The findings indicate that: the teachers in Case A demonstrated overall affirmative attitudes towards ethnic minority cultures, as well as towards the students belonging to those cultures. However, the teachers also chose not to mention the specific ethnic identities and cultural differences of the students during the course of their instruction in order to ensure equal treatment for everyone. This leads to a kind of ‘cultural blindness’ in the classroom. In Case B, opinions regarding minority cultures were more varied. Compared with the teachers in Case A, more teachers in Case B found minority cultures to be inferior to the dominant Han culture. Some teachers also, counter intuitively, were of the opinion that the minority cultures were even superior. At the instructional level, school leadership developed courses on local culture and ethnicity for the teaching staff. This was done for a variety of reasons. The strongest evidence to support culturally responsive teaching in Case A does not stem from teaching and learning demands but from the necessity to pursue characteristics that make them distinctive from other schools at the same time, Case B’s practice of culturally responsive teaching was strongly supported by the government and UNICEF. Teachers in both schools indicated that they had integrated their knowledge of ethnic minority groups into the subject matter when it was necessary.     

银行证券保险业监管比较

银行、证券、保险三行业因其业务特性不同,从而面临的主要风险及风险表现的特征也不同。各行业的风险管理既表现出针对主要风险、服从业务特征的共性,也表现出在具体管理技术、方法上的差异性。因此,三行业的监管导向及监管实践都存在着差异和侧重：银行业突出系统性、监管协调和对资产的监管;证券业强调监管对象的多层次性、监管的透明性和对业务的监管;保险业以承保风险为核心,突出母国鉴定和对负债的监管。     

论当前中国房屋拆迁中的权利保护

住房权是人权的一项基本内容。目前,我国城市化进程中房屋拆迁征收的法律依据、拆迁机制、权利保障和拆迁行为不完全适应并满足权利保障需要。完善拆迁法律规范,建立健全防止利益冲突机制,严格执行国家法律法规,不仅关系社会和谐稳定,亦关系政治稳定与政府形象。     

在校大学生法律意识现状——基于太原理工大学在校生问卷调查

大学生法律意识是指大学生这一类特殊群体对法及现行法律和各种法律现象的观点和认识。是一个由法律知识、法律观念、法律观点组成的复杂系统。文章以太原理工大学在校大学生为调查对象,分别从法律知识、法律观念、法律观点三个方面对大学生法律意识现状进行了调查研究。结果显示,大学生已经逐渐认识到法律的重要性,学法的热情也较高,所掌握的法律知识较之前也有大幅度的提高;但他们对所学法律知识的内化程度不高,缺乏宪政意识,同时也存在着厌诉的情绪;在法治观念上存在着认知偏差,对法律认识缺乏理性思维,学法功利性较强,缺乏法律信仰。     

“钓鱼岛问题”引发的爱国主义新思考

钓鱼岛问题的实质是中日美的关系问题,是三国实力的又一次较量与试探。钓鱼岛问题的最终解决还是要依靠国家的综合实力和国际影响力。所以,新时期爱国主义应坚持强大国家的方向不动摇,温和、理性并以实际行动爱国,实现中华民族的伟大复兴和中国的崛起,用强大的实力来爱护祖国和人民,同时也为国际和平再添一份贡献。     

我国通讯设备制造企业跨国经营的技术战略

我国通讯设备企业跨国经营,技术是企业竞争力的来源,所以,加强对技术战略的管理具有重要意义。通讯设备企业要走出去,应研究和分析跨国经营的环境和国际技术竞争新特点,制定适合自身发展的技术战略。建议企业的技术战略是：企业的技术战略应与整体战略和其他分战略相适应;采取多样化的技术获取战略;运用技术应用战略等。     

开放性试题及其对教与学的反拨作用

开放性试题较之传统的封闭性试题在出题形式和出题内容方面更加灵活。它的答案是开放型的,学生可以根据自身对题目的理解,结合自己的知识层面和知识背景,运用具有个体特色的解题思路给出答案,因此更能真实地反映学生对于所学知识掌握的深度和广度,以及学生群体的思维灵活性、联想和创新能力。同时,对于教师来说,必须紧跟时代步伐,不断提高自身的业务素质和综合能力,提高教学水平,改进教学方法,以满足学生日益提高的求知欲望。因此,开放性试题对教与学均有着明显的反拨作用。     

从苏童的《妻妾成群》探究中国的女性权力问题

本文分析苏童小说《妻妾成群》,深刻地揭示了女性生存权力的抗争。     

大学生非正式群体行为特征对思想政治教育工作的影响研究

文章就大学生非正式群体开展思想政治教育工作提出建议。     

我国书籍出版的总体规模及其演进轨迹

我国书籍出版经过60余年的不断发展,品种和总印数已居于世界首位,总定价和销售额也逐年稳步上升。书籍产业已成为国民经济重要的朝阳产业,并推动国民经济的不断发展,同时也为广大人民提高了文化生活水平,为促进我国的精神文明建设作出了巨大的贡献。为更好地促进书籍出版正常有序稳定的发展,对新中国成立以来书籍的总体增长和产品结构变化进行梳理。总结书籍出版发展成绩与不足,有利于书籍产业的健康持续发展。