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1.
徐军 《石家庄师范专科学校学报》2001,3(2):20-21
语音评定在普通话测试中占有重要地位，测试员在评埋，要依据语音评定的基本类型及证券原则，把握好“正确”、“错误”、“缺陷”三种类型的度。 相似文献
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刑法的谦抑性在刑法中占着重要的地位,然而,我国学术界对于刑法谦抑性常常将其作为刑事政策来研究,这与刑法谦抑性的重要性并不相符。笔者认为,刑法谦抑性在刑法立法、司法、执法等方面发挥着重要的作用,应当处于刑法基本原则的重要地位。 相似文献
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“罪刑法定原则”作为刑法的基本原则之一,已被载入我国的刑法之中,该原则的确立对于我国公正司法,准确打击犯罪分子,保证无罪人不予追诉具有重要作用,本从“罪刑法定原则”的重要性,罪刑法定原则的两大内容,以及罪刑法定原则在我国刑法中的体现等方面进行了论述,从刑法理论和司法实践结合中进行了探讨。 相似文献
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王洪坤 《安庆师范学院学报(社会科学版)》2009,28(8):28-32
期待可能性理论是规范责任论的核心概念,起源于德国,后流传到日本得到发展。我国刑法中没有期待可能性理论,但其越来越受到我国刑法界的关注。我国应引入期待可能性理论,在我国现行犯罪构成体系中对其正确定位,尽快地恢复“亲亲相隐”原则在我国刑法中的应有地位。 相似文献
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我国刑法是依据宪法的规定用以惩罚犯罪,保护国家和人民生命财产安全而制定的,刑罚的判定对社会具有教育感化、强化意识及安抚心理等多种功能。本文通过概述我国刑法中主客观相统一原则的概念及理论基础,进而明确主客观相统一原则的重要地位和指导作用,从而指出刑法中坚持主客观相统一的原则对我国德育教育的积极影响。 相似文献
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李林 《青海师范大学学报(哲学社会科学版)》2009,(1):32-37
中国刑法学界在对行为的认定上由于误读了主客观相统一原则在认定犯罪过程中的方法论作用,因而在讨论我国刑法中的行为时陷入了许多误区,形成了各种错误的行为概念。“主客观相统一原则”意在提醒我们,在认识犯罪的过程中,我们必须注意行为的主观侧面与客观侧面,主观与客观只是我们在认识犯罪时一种人为的剥离。行为在本体上不能被绝对地分离为主观和客观两个方面。对我国刑法中行为的界定必须结合行为人的主观罪过。 相似文献
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在刑法理论上．罪刑法定原则被称之为“刑法的铁则”,也被称为刑法的理论基石,它的价值与功能是其他刑法原则无法替代的。我国1997年《刑法》采用直接规定的模式确立了“罪刑法定”的基本原则,标志着我国的刑法向现代刑、科学刑、民主刑迈出了坚实的一大步．但是在司法实践过程中,罪刑法定原则如何得以真正贯彻,还有很多问题需要解决。本文就罪刑法定原则在法律实践存在的几个问题进行分析并提出了完善该原则的几点球议． 相似文献
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程宗璋 《思茅师范高等专科学校学报》1999,15(3):30-33
本文以新的视角,对我国新刑法确认的罪刑法定原则,从三个方面作了探讨和论述。作者认为,罪刑法定原则是促进全人类文明、进步、民主的世界性刑法原则,对我国发展市场经济、保障人权具有重大的现实意义;罪刑法定原则虽由资产阶级所创制,但在我国新刑法中却得到了具体体现;罪刑法定原则在我国刑法基本原则中居核心地位,是其他基本原则的前提和基础。 相似文献
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刘进 《桂林师范高等专科学校学报》2002,16(1):10-12
在我国刑法中,“非法占有目的”是盗窃,抢夺,诈骗,侵占等非法取得他人财产犯罪的构成要件还是成立条件,对定罪有着重要的现实意义,而我国现行的刑法中的取得罪大多都没有规定要以“非法占有目的”作为构成要件,刑法理讹介也尚有刍议,解决这一问题的关键首先在于正确认识“非法占有目的”的内涵,并结合刑法的基本原则和犯罪构成理论进行综合分析。 相似文献
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《Cambridge Journal of Education》2012,42(3):307-325
Children’s adaptive preference and capabilities are considered in relation to literature on children’s voice, agency and adult adaptation. Data collected for projects on gender and schooling in South Africa, Kenya, Tanzania and Nigeria are analysed to show how adaptation and distinctions between absolute and relative poverty are helpful in interpreting why children in some locations identify particular obstacles and solutions while others are silent on these. Children comment on constraints on capabilities differently in areas of relative and absolute inequality. School conditions, earnings, and the implementation of legal frameworks on early marriage and pregnancy highlight forms of structural and relational coercion that constrain capabilities. The findings suggest a relationship between relative inequality and children’s capability to aspire and consider change. This points to the significance of improving learning materials, opportunities for travel and exchange, and teacher confidence and support in schools that serve the poorest children. 相似文献
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儒、释、道三教构成了九华山独有的宗教文化现象。道教从汉代传入九华山,兴盛于唐,延续至20世纪。佛教自东晋传入九华山,兴于唐而盛于明清,最终使九华山跻身佛教四大名山,蜚声中外。儒教自明代传入并兴盛于九华山,至清代衰落。儒释道三教在九华山相融相合,最终以佛教占绝对优势。九华山宗教文化表现出融合性和世俗性的特征,形成了和谐精神与大愿精神。 相似文献
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Michael Davies Stephen N. Elliott Joy Cumming 《International Journal of Inclusive Education》2016,20(12):1252-1269
Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the Checklist of Learning and Assessment Adjustments for Students (CLAAS) was developed to help teachers select and document adjustments that support SWDs and students with additional needs in classroom instruction and assessment, and external tests. The CLAAS was trialled with 21 primary school teachers documenting adjustments for 89 students with diverse needs. Teachers indicated that the CLAAS provided a comprehensive list of adjustments, was useful for recording adjustments across classroom instruction and assessment, and external tests, and provided guidance about potential adjustments for SWDs or with additional learning needs. The documented adjustments also indicated some considerable gaps between supports provided in classrooms compared with the Australian educational accountability tests. Findings also provided initial evidence for the reliability and validity of use of the CLAAS for its intended purposes. The CLAAS is a promising tool for helping both researchers and teachers systematically document and provide equitable and inclusive adjustments for SWDs and additional learning needs given their needs for classroom learning, assessment and external testing and examination requirements. 相似文献
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This article argues that engagement with religion is a key challenge for all leaders of schools in twenty-first-century multifaith societies. It outlines the historic and current context of the UK and the Republic of Ireland, and national and European policies that prioritise community cohesion in education. The functional and substantive roles of religion are considered as reflected in education, where they adjudicate power and shape values and behaviours. The article analyses data from nine schools in England, Wales and the Republic of Ireland to provide a snapshot of a range of leaders’ philosophies, policies and practice in relation to religion. The preferential attention and resources given to the dominant community are evident in some cases. It is argued that, irrespective of whether a school is affiliated to a specific religion or not, school leaders have some freedom in positioning religion. Their influence significantly shapes how religion and/or secular values are understood and enacted. The article concludes by suggesting that policy at national and European level that emphasises shared identities and community cohesion masks the differential power and struggles between communities that cannot be resolved by anodyne exhortation. Rather, leaders need to be selected, trained and supported to recognise the centrality of belief in the lives of many of their learners and their families and to engage with the inevitability of ongoing disagreement and struggle. 相似文献
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Deborah J. Tippins Lorie Hammond Charles B. Hutchison 《Cultural Studies of Science Education》2006,1(4):681-692
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become
proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies
and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what
is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools.
The implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers.
Deborah
J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright
Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests
include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and
research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes
to play tennis, travel and take her dog for long walks.
Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers
on community-based multicultural science education. For the past 10 years she has been leading action research projects centered
in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service
learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She
has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing
models of teaching and learning in immigrant communities.
Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international
news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and
provides professional development in science education, cross-cultural and urban education, and instructional strategies for
diverse learners. 相似文献
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李旭 《五邑大学学报(社会科学版)》2000,(1)
“趣”或“趣味”是因人的好奇心为一定事物所激活而产生的快乐;是自由思想的魅力;是知识上升为智慧,形成健全的人生意识的表现。它又须玩物而不役于物,达到对文明生活本身的尊重;精细体物,用心玩味和殷勤爱惜人生的赐予;节制激情,以一种明净的观照对待生活．它是一种修养、一种造诣,是雅致与生机的表现;而在力与深刻两方面难免有所不足,缺乏猛烈的、狂放不羁的冲决力,但它依靠高尚和静穆而达于伟大的极境．与现代媒体做趣的节目相比,它所体现的古典和近代注重人本和精神品位的特征就更为显著。 相似文献
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叶远厚 《安徽师范大学学报(人文社会科学版)》2003,31(1):44-48
王阳明哲学是对人的生活世界和心灵世界的思想体系架构,它不仅是思想理论的创造性的反思,也是对身心修养和道德实践的体验的直接描述。王阳明心学思想体系可归结为本体论、工夫论、境界论。本体论是其思想学说中的世界观和基础理论。工夫论就是其心学的方法论。工夫论是本体论的具体的展开,它探讨人生宇宙本体的呈现和实现的方法途径。境界论就是其道德修养的目的论,它说明了人生的意义。自得、体验、实践是诠释阳明哲学的三个要素、原则。 相似文献
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《中国古代小说与民间宗教及帮会之关系研究》结构宏大,视野开阔;材料丰富,融会贯通;旁征博引,互为发明;论证缜密,新见迭出。既有助于深化对相关小说思想、艺术的理解,对教门和帮会的研究也不无裨益和启发。填补了该一研究领域的空白,有着较为重要的学术价值。 相似文献