高师数学教育改革的几点认识

在新一轮基础数学教育改革全面展开的今天,高师院校数学教育教学改革明显滞后。为此,我们有必要对高师数学教育的培养目标、课程设置、教学方式方法和教学模式等重新认识,转变观念,以期改进,使高师数学教育适应基础数学教育改革的需要。     

丹东民营经济发展实证分析

本文从丹东民营经济现状出发,在深入实际调查研究基础上,对相关数据进行筛选、分类、加工、整理,系统分析丹东民营经济的运行过程,从中找出丹东民营经济发展中存在的问题及形成原因。同时,通过对丹东地区经济发展的内外环境变化趋势的预测,并结合地方社会、经济、文化等方面的实际,制定丹东民营经济在今后一段时间内的发展目标,提出具有较强针对性和可操作性的对策建议,以期使丹东民营经济再上一个新的台阶。     

动态性与静态性:教学目标的确定及实现——以“教育研究方法”课程为例

教学目标的存在有应然状态和实然状态之分。"教育研究方法"课程的静态目标应具体体现为"涵养科学精神、问题意识的形成、基本研究技能的掌握和有效获取文献信息",这些目标在实现过程中必然存在着动态性选择。     

Points System:An Universal Beneficial System with Multiple Objectives of Reform on Household Registration System

Reform of China's Household Registration system(HRS) has been entering a new stage and deserves us to research.The paper argues that reform of HRS should have multiple objectives.It examines various local efforts and practices of the reform and claims that the point system is one of the most feasible alternative systems for the HRS that can fit those multiple reform objectives.The system could also be treated as the new institutional basic for public welfare provision and rights allocation,and a new governance means for population issues as well in China's transitional period.     

Attributing Outcomes to Social Policy Interventions – ‘Gold Standard’ or ‘Fool's Gold’ in Public Policy and Management?

In recent years there has been increased interest in outcome‐based social policy‐making and management. The UK has been in the forefront of this movement but similar movements have been identified internationally. This interest in outcome‐based decision‐making has been given particular impetus through the ‘results’‐based movement in evaluation and performance management since the 1980s, which has increased in scope over time, slowly changing its emphasis from cost reduction and measuring outputs to measuring outcomes. This change has been widely welcomed by policymakers, practitioners and academics. However, there is evidence that the reality is often rather less than the rhetoric. Moreover, the ‘attribution problem’ of attributing changes in outcomes to specific social policies has remained a major issue. The conceptual solution of constructing ‘cause‐and‐effect’ models, imported from the policy evaluation field, has only recently become common for operationalising these models. This article outlines the evolution of interest in outcome‐based social policy‐making up to recent times and the growing realization of the importance of the attribution problem. It then outlines both how the ‘cause‐and‐effect’ policy modelling approach can partially tackle the attribution problem, but also its inherent limitations. Lastly, the article uses several case studies in current UK social policy‐making to demonstrate the potential importance of the reasoning embedded within cause‐and‐effect models but also the dangers in policy‐making which adopts this approach without understanding its conceptual basis or in fields where it is inappropriate, given the current state of our knowledge of social policy systems.     

Need,well‐being and outcomes: the development of policy‐thinking for children's services 1989–2004

This paper describes how government policy thinking about the well‐being of children and young people developed between the Children Act 1989 and the Children Act 2004. These two Acts are milestone statements about how services to children in England and Wales should be delivered. It is an account informed by the author's own experience as a government adviser on children's social care over much of this period and supporting documentation. It traces the strands of government policy thinking about how to deliver services for children from children in need to the articulation of the five Every Child Matters outcomes. It argues that attempts to achieve coordinated service planning for children and young people played a significant role in the formulation of shared objectives and the articulation of child outcomes. However, it argues that looking at real outcomes exposes how children in the UK do relatively badly compared with other rich nations. It questions whether we can realistically expect our services to deliver significantly improved outcomes given the impact of enduring inequality in our society. This paper is dedicated to the memory of David Lambert CBE, former Assistant Chief Inspector of the Social Services Inspectorate in London, who died suddenly on 7 October 2010. He lent me articles to assist me in writing this paper.     

论大学生思想政治教育的目标定位

大学生思想政治教育必须有正确的目标定位,没有目标定位或目标定位不正确必然导致工作的盲目性。高校育人目标虽然是大学生思想政治教育的根本目标或最终目标,但不是大学生思想政治教育的直接目标或具体目标。明确大学生思想政治教育的目标,结合学校实际和大学生思想实际对大学生思想政治教育进行正确的目标定位,是有计划、有针对性地开展大学生思想政治教育,提高大学生思想政治教育成效的基础。     

中国市场化水平测度、分析与预测

本文对世界主要 46个国家和地区的市场化水平进行测度 ,通过国际比较定位中国市场化的总体水平 ,揭示出中国市场化进程中存在的优势和劣势 ,并对今后五年中国市场化目标做出预测。     

关于证券监管理念的法理分析

金融是“现代经济的核心”,证券市场是现代金融的重心。对证券进行监管是防范证券市场风险乃至整个金融市场风险的重要措施。监管理念是证券监管成败的关键,是证券市场发展的基石。文章从法学的角度,对监管理念进行深入的探讨,包括为什么要监管、如何监管、监管的适度、监管的方式等问题;梳理基本理论,比较国际标准;并且,希望为实现证券监管体系的有效运作,减少证券市场的风险,促进我国证券市场的进一步发展提供一些建议和参考。     

论大学英语教学中的文化目标

长期以来,大学英语教学中存在着重知识、轻能力的现象,教学指导思想一直以教师为中心,学生只是被动地接受知识,尤其是英语教学中文化目标的缺失为我国的大学英语教育敲响了警钟.本文提出了大学英语教学中应该注入的文化内容,详细地阐述了融合大学英语教学和文化教育的几种方法,对于培养学生的跨文化交际能力起着重要的指导作用.