民办幼儿园教师专业素养培训方式实验研究

随着现代教育的发展，提升幼儿园教师专业素养已成为促进学前教育发展的必然要求。以探究民办幼儿园教师专业素养为视角，提出通过干预行为提升教师专业素养水平的构想。实验随机选取成都市某民办幼儿园的20名教师为实验组，再选取与其办园环境、办园背景相似的另一所民办幼儿园的20名教师为对照组，对实验园教师的专业理念与师德、专业知识、专业能力3个维度进行干预。实验结果表明：与对照园相比，实验园教师的专业能力提升显著；与实验园实验前后相比，教师在专业知识、专业能力维度及专业素养总体水平方面均有提升。对教师培训的具体建议为：（1）单一与混合相结合的培训方式对提升民办幼儿园教师专业素养总体水平有现实意义；（2）民办幼儿园教师专业知识的提升需理论培训与自主学习相结合；（3）专家"现场诊断-指导式"培训方式对提升民办幼儿园教师专业能力有显著作用。综上，建议民办幼儿园在了解本园教师专业素养水平的基础上，针对教师专业素养的不同方面，分别采取不同的有效培训方式。     

国有经济在国民经济中的核心地位

国有经济在国民经济中的核心地位是毋庸置疑的 ,关键是国有经济在国民经济中所占比例应该存在一个平衡的尺度点 ,这个尺度点与外在的国际环境和内在的社会结构密切相关。文章分析了国有经济及其变形形态 ,并描述了其运行规律。文章强调 ,社会人的公私二像性特征是深刻理解国民经济体系中国有经济未来发展趋势的理论基石。     

Modeling cooperation among self-interested agents: a critique

This paper reviews recent attempts to model cooperation in groups of self-interested unrelated individuals. It concludes that no empirically plausible model has been developed, and the economist's quest for an explanation of human prosociality in terms of self-interested agents has not been successful. We show that the equilibrium criteria employed in standard game-theoretic models have no attractive dynamic properties, and the mechanisms deployed in these models are not generally seen in empirical examples of cooperative groups. We also show that these models are not robust to plausible rates of signaling error and mutation. We present an alternative, involving strongly reciprocal agents, that satisfies all the requirements for a dynamically stable model of cooperation.     

Zimbabwe's AIDS action programme for schools

AIDS education started very early in Zimbabwe and is now compulsory in all schools. This evaluation documents the development of the primary and secondary school AIDS Action Programme from 1991 to 1998. Six programme aspects were evaluated: programme start-up, planning and management, development of syllabi and materials, teacher training, research, monitoring and evaluation, and co-ordination. The Programme drew on resources from within the existing educational system. Due to broad-based consultation and participation, it was supported by Government and partners. Flexible management ensured implementation of mid-course corrections. It was concluded that school AIDS programmes should stress participatory teaching and learning methods and life-skills training. Curriculum writers and teachers needed training and supervision in participatory techniques. Cluster workshops between district and school levels were needed to strengthen the cascade model of teacher training that had been adopted. Systematic research, monitoring and evaluation were essential, including follow-ups to baseline surveys. The Zimbabwean programme was well-designed, relatively inexpensive and replicable.     

论民办教育的体制改革

《中国民办教育促进法》正式审议通过后,由此引发的教育体制滞后现象亟待解决。如何体现该法律中的“尊重”与“公平”意味,如何尽早地使民办学校享受与公立学校同样的“国民待遇”,是包括整个教育界在内的全社会应当极力关注并力促改革的问题。     

文档碎片——鲁迅、郁达夫的小说

鲁迅小说藉着独特的形式,用精神分析法,以"不和众嚣,独具我见"的思想和艺术风格,把他对人生、社会、新事物的看法和感情表现出来;郁达夫的<沉沦>与佐藤春夫的<田园的忧郁>在叙事时间、叙事体态和叙事语式上表现出多种相似的审美特性,但是,文化特质的差异,使他们的作品又表现出了不尽相同的生活内容和社会内容.     

中国私营经济发展的障碍因素分析

改革开放以来的20年,是我国私营经济发展的最好时期。私营经济已成为中国经济新的增长源,必将为中国的经济做出突出贡献。但从目前的现状看,影响私营经济发展的障碍因素,依旧严重地制约着私营经济的进一步发展。因此,客观地评价私营经济发展的历史、冷静地分析它的现状、科学地提出对策建议,将有利于私营经济的新发展,使其进入到一个更高的发展阶段。     

《国际私法》课程的教学方法探讨

案例教学和差异比较法教学是适合《国际私法》课程特点的教学方式方法。其中 ,案例教学是将教学内容、教学目的和教学方法等融汇于特定的案例分析和评价的一种教学过程和教学组织架构 ,一般由案例的准备、呈现、问题、思与行、评价和回归教材 6个环节动态地建构而成 ;而差异比较法教学则是以一个特定的国家的法律为比较基准 ,通过对各被比较国家在同一问题上的法律规定作相应的对比和分析 ,找出相应的差异并进一步探索国际私法的基本原理和解决法律冲突的方法的一种教学过程和教学方法 ,一般包括准备、实体法上的差异比较、法律冲突、解决冲突的方案、冲突规范的比较、综合评价 6个步骤。教师在《国际私法》课程的教学过程中应精心设计和实施案例教学和差异比较法教学且应将二者结合运用     

新贫困视域下乡村转型的困厄与重构路径

中国社会转型的重要背景之一是全球消费社会的到来。 这使得新穷人现象日渐凸显,并成为影响甚至主导整个社会转型的核心线索。 作为新穷人的典型表现,乡村新贫困既包括在城乡二元结构下,村民难以获得以城市生活方式为参照的社会公认生活水准而引发的结构性贫困,也包括由消费欲望激发的社会心理性贫困。 由此,乡村消费转型表现为如下困境:私人消费中,个体消费认同在地和脱嵌的困境以及家庭消费规范物质化和人伦的两难;集体消费中,消费品“上移冶和“下乡冶的悖论。 为应对这些困境,必须从消费角度,破解“新穷困冶的结构性和文化困境,实行新型城镇化和新农村建设并举。     

Equity and ‘No Fee’ Schools in South Africa: Challenges and Prospects

Despite almost 20 years of democratic governance in South Africa, there is growing evidence that equitable access to quality education remains elusive for the majority of its children. In 2007, the Department of Education declared 40 per cent of schools in the country to be ‘no fee’ schools and, by 2011, 60 per cent of all schools had been designated as such. This article examines the introduction and the effects to date of the no fee schools policy, and assesses the progress of South Africa's undoubtedly pro‐poor education policies towards promoting equality in education and, above all, achieving equity of access to resource allocation. It discusses the main challenges and issues relating to the implementation of the no fee policy at provincial and school levels while also considering the efficacy of existing equitable funding instruments, and concludes with suggestions for how more effective and equitable access to quality education can be realized.