干部培训中党性教育的经验及其创新

干部培训的地位和性质决定了党性教育是其永恒的主题。加强现阶段的干部培训工作,必须针对新的形势和任务,必须针对干部培训对象的变化,必须注重教育内容和方式的创新,以增强干部党性教育的时代感、针对性和有效性。     

我国教师资格制度的法制化进程

自 1 986年起 ,我国教师资格制度开始由以行政命令、政策规定的弱强制性程度阶段向法令规定的高强制性程度转向 ,即开始了法制化的进程。先后经历了教师资格制度法制规范初步建立阶段 ( 1 986— 1 993年 ) ,教师资格制度的法制规范完善阶段 ( 1 993— 2 0 0 0年 ) ,2 0 0 0年 9月 2 3日 ,我国颁发了《〈教师资格条例〉实施办法》 ,它的出台标志着我国建立起一整套教师资格制度的法制规范体系 ,标志着较为完备的教师资格制度的确立。通过对这一过程的考察 ,有助于增强对我国教师资格制度法制化进程的特点和精神实质的理解 ,从而增强我们依法治教、依法治师的自觉意识。     

Analysis on Future Personalized Education under Background of Big Data Era

In order to provide some thoughts and suggestions for future personalized education, this paper mainly analysis the background, opportunity, development and prospect of future personalized education under the background of big data era.On above foundation, the paper presents that future personalized education based on big data era will be a new tide of education.     

中学语文教学与创新教育

创新教育需要渗透到各科教学中。语文学科也毫不例外，并且只有对本学科不断创新，不断注入活水，它才有发展前途，才有存在的必要。语文教学法进行的是母语教学，是一门基础性的、工具性的学科教学。     

Mirrors of the Nation: The Construction of National Character and Difference in the Historical Writings of E. G. Geijer

This article suggests that marriageable young upper-class women can be taken as indicators of the longue durée of the ancien régime mentality and the stepwise advancement of the bourgeois mentality. This is so because of factors that made such women particularly prone not to break with established conventions. Source materials in this analysis are taken from contemporary non-fiction texts in which 19th-century St Petersburg and Helsinki serve as the scenes and in which marriageable young women feature as the protagonists or objects of appraising gazes. It is suggested that the differences emerging around the mid-19th century between the two societies with regards to the habitus and education of upper-class girls and marriageable women can at least in part be explained by different institutional settings vis-à-vis land, labour and the status of the bourgeoisie.     

The construction of an ideological curriculum: The study of Emunah in the Har Hamor Yeshiva

Beginning in 1997, the Har Hamor Yeshiva, a leading Jerusalem-based institute for Torah learning, has become the center of a unique stream of thought in religious Zionist philosophy. This article examines how religious Zionist yeshivas have developed an educational curriculum that translates theological beliefs and values into political action. The article seeks to evaluate to what extent this ideology and curriculum will be able to survive in a political reality in which the rift between religious and secular Zionism is constantly increasing.     

‘Caught’ between foreign cultural and development policies: perspectives of German Studies and German as a foreign language in Africa

The promotion of the German language abroad and of German Studies plays a central role in German Foreign Cultural Policy. With regard to Sub-Saharan Africa, otherwise a peripheral region for foreign policy, German as foreign language is firmly established as second language after English. Learners especially in Francophone West and Central Africa have increased over the past decade. Numerous funding programmes and actions are supported by German nongovernmental organizations at college/university levels. But bilateral cooperation between German and African academic institutions are challenged both by negative perceptions of the ‘Global South’ among Western colleagues and by an infrastructure adverse to research and to career development in most African countries. Additionally, North/South relations are traditionally seen in terms of (under-)development by German institutions, effecting cooperation. The paper develops a differentiated picture of African Studies in Africa, and outlines benefits that can be attained through collaboration ‘at eye-level’.     

‘Oxford in the bush’: the founding (and diminishing) ethos of Rhodes University

Over the years, many members of the Rhodes University community have proudly claimed their university to be a kind of transplanted Oxford, while others have viewed this claim as pretentious – hence the derogatory label ‘Oxford in the bush’. This article explores the connections and comparison between the two institutions. In the early twentieth century, both universities strongly identified with the British imperial cause; and for decades Rhodes University regularly celebrated its symbolic association with the historical figure of Cecil Rhodes, who also happens to be one of the most commemorated figures in Oxford. There was also a shared ethos, as both laid stress on a style of education that was character-building, a prerequisite for which was a strong grounding in the classics. There was, too, a cultural affinity between Rhodes and Oxford, exemplified in the strict segregation of the sexes, the importance attached to sporting achievement, and a tendency to engage in frivolous activities. The article goes on to show how over time the Oxford tradition at Rhodes came to be challenged and undermined, especially from the late 1960s onwards.     

The spaces of UK students’ unions: extending the critical geographies of the university campus

This article seeks to further our knowledge of the university campus by focusing on one particular aspect of most UK campuses: the students’ union. UK students’ unions have rarely been the subject of scholarly attention, despite them now occupying an important place within the higher education landscape. Nevertheless, in this paper we draw on a UK-wide study of students’ unions to explore, firstly, the role played by the buildings of the students’ union and, secondly, the ways in which aspects of the university’s campus influence union activity. We pay particular attention to the expansion of the university campus, in many institutions, from a single site to multiple sites, both within the UK and overseas. We contend that a focus on the materiality of the students’ union and the level of union activity (or inactivity) across various campus spaces can illustrate the values, ideologies and power relations that dominate contemporary British higher education.