Advice and reflections for a university teacher beginning an academic career

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's “Letter to a New University Teacher,” which has been used internationally to help new lecturers beginning their career. Prepared as an autoethnographic account for a recent graduate, “The Letter” distils principles held to underpin a successful academic career. Five university teachers and academic managers discuss critically the content and their applications of “The Letter” and make some suggestions for its use in continuously transforming higher education contexts.     

影响旅游英语教学质量诸因素的思考与对策

本文着力分析了影响旅游英语教学质量的因素,提出提高旅游教学质量的构想.     

论南京国民政府抗战的思想文化准备

南京国民政府抗战的思想文化准备,始于“济南惨案”,“九一八事变”至“华北事变”期间逐步具体化,之后全面展开。这既包括在教育、宣传、文学艺术等方面的努力,也包括新生活运动、国民精神动员的进行,还包括为避免战争损失而实施的文物南迁及学校内迁等。其具有韬光养晦、隐秘进行,“安内攘外”、矛盾交织,由虚到实、由部分到整体等特点。这对激扬民族主义,增强精神国防和保证抗战胜利具有重要作用,但也不乏政治思想局限性。     

浅谈素质教育形势下高中体育教学的开展

学校教育正在全面推行素质教育,作为学校教育重要组成部分的体育,既是素质教育的重要内容,又是实施素质教育的重要手段,具有其它学科不可代替的作用。如何在中学体育教学中实施素质教育,促进学生全面发展,本文以素质教育的本质特征及内涵为基点,从体育教学的角度,对实施素质教育的基本要求、基本内容进行阐述。并对体育教学体制应如何适应素质教育这一根本问题提出一些看法。     

台湾现阶段大力扶持海外侨教的措施与借鉴

针对近年来祖国大陆海外华文教育快速发展带来的挑战 ,台湾当局在延续其历年经验性做法的基础上 ,以满足海外侨教现实需要为目标 ,注重以创新思维拓展侨教工作 ,采取各种更加灵活和有力的措施 ,多方面多渠道地扶持海外侨教工作。本文分析了台湾现阶段扶持海外侨教的主要措施 ,论述了其可资借鉴与参考之处。     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.