新媒体视角下廊坊市社会舆情教育与管理研究

新媒体对社会舆情具有双重影响：一方面,公众可以借此学习各种知识,关注社会发展,推动社会进步;另一方面,新媒体使日常舆论引导难度逐渐增大,政府公信力受到影响,网络信息安全面临挑战。面对此种情况,针对新媒体认识不足等突出问题,廊坊市应采取有效措施,优化社会舆论环境,建立新媒体舆情监测预警系统,科学调解控制社会舆情,拓宽公众表达渠道,促进社会政治经济健康发展。     

如何规划“职业教育城”用地面积——以广州教育城为例

在规划职业教育城建设的用地面积时,要了解城市现有职业教育的基本情况,测算未来年份有多少生源需要入读职业院校、现有和未来所需要的技工在数量和结构上的差距、未来年份职业院校应该培养出多少技工,以此推算院校应有的规模,进而确定院校的用地面积。     

广州市随迁生义务教育政策研究

广州市没有对随迁生问题进行深入研究,导致在贯彻"两个为主"政策上困难重重。解决上述问题的建议主要包括:明确义务教育公共产品属性、设置随迁生就读的合理门槛、修正"两个为主"政策等。     

城市农民工随迁子女义务教育政策及其完善：以广东为例

文章分析了广东省农民工随迁子女义务教育改革政策和实施情况。广东省基本实现了农民工随迁子女“人人有书读”,但是,农民工随迁子女入读民办学校的比例依然较高,入读公办学校的歧视依然存在,民办学校的教育质量问题依然存在。农民工随迁子女义务教育问题不能彻底消除,根本原因是没有建立起农民工随迁子女义务教育经费的投入保障机制。     

Teaching culture beyond nationalist boundaries: national identities,stereotyping, and culture in language education

The authors take a critical language pedagogy approach to examining a 2011 controversy over disparaging comments towards Mexicans made by commentators of the British Broadcasting Corporation’s automotive show Top Gear. In particular, they focus on the characterization of groups and individuals according to their nationality and examine the ubiquity of nationalism and its ability to shape our conception of culture and in turn our understandings of others as members of ‘X national culture.’ The fact that humor is often a justification for national stereotyping and that these stereotypes are also connected to racist discourse are also explored. In the second part of the article, the implications of the stereotyping debate for language classrooms are considered. The authors argue that the controversy itself can be used as a tool for critical engagement that helps students deconstruct the underlying nationalist paradigm in L2 classrooms and build greater intercultural awareness.

Español: Los autores examinan, desde una perspectiva de la pedagogía crítica del lenguaje, la controversia que surgió en el 2011 debido a los comentarios nocivos hechos hacia los mexicanos por los locutores del show automotriz del BBC, Top Gear. En particular, se enfocan en la caracterización de los grupos e individuos de acuerdo a su nacionalidad, y examinan la ubiquidad del nacionalismo y su capacidad para darle forma a nuestra conceptualización de la cultura y, a su vez, nuestra forma de ver a otros como miembros de una ‘cultural nacional X’. Los autores también exploran el hecho de que a menudo se utiliza el humor como una justificación para los estereotipos nacionales, y que estos estereotipos también están conectados al discurso racista. En la segunda parte del artículo, se consideran las implicaciones para la enseñanza de idiomas del debate sobre los estereotipos. Argumentan los autores que la controversia en sí se puede utilizar como una herramienta para promover una postura crítica que ayude a los alumnos a deconstruir el paradigma subyacente del nacionalismo en el salón de lenguas extranjeras y fomente la conciencia intercultural.     

Assimilation,segregation, or integration? A teaching project examining approaches to religious and ideological diversity in the classroom

In this article, we describe the multiple phases of a project that was constructed around the real case of a young Muslim student who wished to be exempted from coeducational physical education on religious grounds. When the school refused her initial request, she decided to take legal measures which ended up in the German Federal Administrative Court. The court ultimately ruled in her favour. Her case was selected as the core ingredient for a new teaching project, which studies acculturation from different perspectives, and examines the complex balance between individual rights and societal duties, as defined by constitutional law in the Federal Republic of Germany. This case demonstrates that the majority society, represented in this study by the school, at times needs to change traditional educational policy in order to further national goals of integration; not as a compromise, but as a fair balance of interests. The project was implemented successfully as an integrated part of teacher preservice education occurring towards the end of the first academically based phase of their training.     

Ethnic studies,citizenship education,and the public good

Since the 1990s, ethnic studies and other components of multicultural education have been criticized by neo-conservative and assimilationist scholars who maintain that school diversity initiatives weaken national identity and fail to help students attain the knowledge, attitudes, and skills needed to function effectively in the national mainstream culture. The banning of ethnic studies courses in the Tucson (Arizona) Unified School District in the USA was a widely publicized manifestation of the neo-conservative response to multicultural school initiatives. This article describes neo-conservative critiques of ethnic studies, and argues that ethnic studies is an important component of US history that is required to help students become effective and thoughtful citizens in a democratic nation and global world.     

职业本位与以人为本对比研究

职业教育是以人为本还是以职业为本,是关于职业教育价值观的讨论。这种价值观,决定了职业教育的目的及其本真追求。正是基于此,探讨两种观念下的不同教育才有意义有价值,才能给现代职业教育发展提供借鉴。     

对高校双语教学的思考和认识

双语教学已经成为我国课程教学的发展趋势,开展双语教学是培养具有国际合作意识、国际交流能力和具有国际竞争力的外向型人才的客观要求。文章对数理统计双语教学的必要性以及在双语教学的实践中应该注意的问题进行了探讨,并提出了解决问题的方法。     

文化建设与创新是职业教育改革发展的必然之道

中国的职业教育历来拥有"使命文化"、"精神文化"和"观念文化"等文化"基因"。然而,在现实社会中,中国职业教育却遭遇着使命模糊、精神缺少、观念偏颇等文化困境。为了实现职业教育的发展,必须从文化角度去改革职业教育,创新职业教育的观念文化、制度文化以及其人才培养模式。