论唐代渤海国儒学文化教育

本文主要论述唐代渤海国儒学文化教育的宗旨、内容及其影响。指出作为唐王朝地方政权的渤海国,不仅在政治制度等方面仿效唐朝,而且在文化教育方面也学习唐朝,将中原的儒学文化作为其教育的主要内容。这不仅促进了渤海国社会经济的发展,也进一步加快了渤海人汉化的过程。     

60年代的社会主义教育运动

毛泽东在 2 0世纪 60年代发起的社会主义教育运动 ,对于中国历史的向“左”走向产生了极大的影响。毛泽东开展社教运动 ,是以比较谨慎的态度开始的 ,但在毛泽东提出在全党宣讲两个十条后 ,阶级斗争被放到了第一位。而后刘少奇视察大江南北又提出了反右倾 ,使社教运动再升温。与此同时也引起了毛泽东、刘少奇之间的矛盾和分歧 ,使社教运动曲折复杂起来     

制度视域下的“包容性增长”

＂包容性增长＂立足的是近几年发展观的变革,是一种发展模式认识上的提炼和升华。在过去几十年里,中国在经济增长上取得了全球瞩目的成就,GDP增长迅猛,但公共产品的供给方面却明显滞后,不平等现象也在增加。作为全球经济发动机和模板,中国实现复兴面临的下一个挑战就是需要成为包容性增长的模板和先锋,没有包容性增长就不会有和谐社会。     

关于当代大学生诚信缺失问题的思考与对策

诚信是公民道德基本要求,也是中华民族的优良传统,然而,诚信缺失的现象在当前大学生当中还是比较多。本文分析了当前大学生诚信缺失的现状,指出了诚信缺失的原因,并有针对性的提出了解决当前大学生诚信缺失原因的一些策略。     

发挥多媒体的教学辅助作用

本文首先阐述了多媒体教学与传统教学相比所具有的优势,然后分析了使用多媒体教学时应该注意的问题。结论是：在教学中只有结合实际,扬长避短,合理地使用多媒体,才能充分发挥其辅助作用。     

20世纪20年代平教运动与现代国民教育——以平民千字课本为中心

从本质上讲,中国现代平民教育运动是一场国民教育运动。20世纪20年代公民教育运动兴起后,晏阳初等人虽然也曾致力于此,但无论从其思想认识还是从社会实践上看,均不出国民教育的范围。平民教育运动在塑造现代国民方面的主要贡献,是向底层社会播散现代国家观念和国民意识,这从当时编写的平民千字课本中可以看出来。平教运动期间通过平民千字课向底层社会播散现代国家观念与国民意识的做法,对我们今天完成民族复兴大业,仍有着重要的借鉴意义。     

An Ideological Dispute: Accusations of Marxist Bias in the Sociology of Education During the 1970s

This article is concerned with a national dispute that took place in Britain in the second half of the 1970s, concerned with ‘Marxist bias’ in an Open University sociology of education course. The background to the dispute is outlined in terms of generational changes in political perspectives and the clashes produced. The events of the dispute are described, along with the arguments on both sides. The conclusion considers the broader implications of this dispute in the light of subsequent events.     

Learning Desert Geomorphology Virtually versus in the Field

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.     

Environmental Research and Education in US Geography

This article evaluates geography as an appropriate home for environmental education. First, it argues that many geographers have defined geography as a discipline with a major, if not primary, interest in human–environment interactions. Next, it reviews the recent statements by non-geographer, environmental scholars that, directly or indirectly, argue for strong participation by geographers in environmental science and sustainability studies. After a brief review of the status and the nature of environmental research programs and environmental curricula, the article offers reasons why more environmental education does not take place in geography. The lack of environmental education in the discipline and the conservative nature of the courses taught are attributed to geography's small size and low status and to the controversial nature of environmental issues in the United States. A broad definition of environmental education is used when searching for evidence of its existence or importance, but special attention is focused on courses or programs that incorporate sustainability or other topics that include a human dimension, in contrast with those that are confined to a narrow, natural-science or management conception.     

Moving with the Times: An oral history of a geography department

The 30-year story of the geography department at Oxford Brookes University is presented as an oral history in the words of the experienced full-time staff. The department has gained a reputation in the UK and beyond for innovative active-learning methods and its story is an example of how a pedagogic culture can develop in a geography department. The story can also be read as a case study of a workplace in higher education, or as a contribution to the history of education. Most importantly, though, it offers insight into the key factors concerning the development of innovative teaching practice.