共查询到20条相似文献，搜索用时 125 毫秒
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张薇 《安徽教育学院学报》2009,(1):61-64
18、19世纪是苏格兰大学的辉煌时期,此后苏格兰大学的声名逐渐衰微,在一定程度上失去了自己的特色。运用历史分析的方法,溯源苏格兰的大学在19世纪被融入英格兰模式的进程,分析其逐步盎格鲁化、摒弃自己传统的原因。政治经济上的依赖不能保证教育方面的独立,正是政治经济因素最终导致了苏格兰高等教育与英格兰的趋同。 相似文献
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曹航 《浙江教育学院学报》2012,(4):31-37
苏格兰的诗歌历史虽然源远流长,但真正能代表苏格兰诗歌传统的诗歌风格要迟至13、14世纪才得以萌发,其诗歌传统的确立则在15和16世纪,苏格兰的诗人们在乔叟和李德盖特等同胞诗人们的影响下,创作出了形式多样、内容上独具苏格兰特色的诗歌作品。他们创建的苏格兰诗歌传统特色有两大标志：形式上的乔叟派,内容上旗帜鲜明的苏格兰本土性特征与其形式多样的诗歌表现形式的高度统一。＂苏格兰乔叟派诗人＂将乔叟的真传继承下来并发扬光大,其独具特色的创作,为苏格兰诗歌传统的奠定和开拓作出了重要贡献。 相似文献
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西苏格兰大学创立于1897年,起初仅提供职业教育课程.20世纪初,开始提供学位教育课程.2007年,佩里斯大学与贝尔学院合并创建了如今苏格兰规模最大、最为现代化的大学——西苏格兰大学.如今的西苏格兰大学具有高质量和高水平的学术实力,尤其是在会计学专业上,是唯一一所在苏格兰新校中获得5分的高校,也是英国第一所获得CISCO,Macromedia and Microsoft公司资格认证的高校. 相似文献
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苏格兰教师教育中理论与实践的整合——以阿伯丁大学本科初等教育专业课程为例 总被引：3，自引：0，他引：3
理论与实践的整合是苏格兰教师教育的目标和特色。苏格兰教师职前教育的"伙伴关系"模式为教师教育中理论与实践的整合提供了制度保障,而教师教育机构的课程教学则在理论学习与实践体验之间建立了实质性的联系,理论与实践的整合在教师教育的教学过程中得以真正实现。本文以阿伯丁大学教育学院的本科初等教育专业为例进行分析,并简要地阐述了苏格兰的做法对我国教师教育的启示。 相似文献
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宫艳丽 《河南师范大学学报(教育科学版)》2008,27(6):50-52
19世纪上半叶英国教育大辩论是一场高等教育领域内的思想解放运动。这场辩论在苏格兰大学与英格兰大学之间展开．是新兴的功利主义与传统的保守主义之间的一场交锋,是功利教育与自由教育之间的一场激辩。辩论主要集中在教育目标、教学内容与改革动力等方面。在辩论过程中．功利主义教育思想得以广泛传播,为英格兰古典大学改革奠定了坚实的思想和舆论基础。 相似文献
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一、苏格兰国际基础课程(SIFP)简介 苏格兰国际基础课程(SIFP)由苏格兰所有的大学和爱丁堡玛格丽特女工(MARGARET)学院共同出资创办,为留学生在苏格兰和大多数英国高等学院攻读学位前开设的预科课程。通过基础课程的学习,学生可以参加苏格兰教育证书高级水平考试,该教育证书国际公认。也可以参加和教育证书考试水平等同的基础课程结业考试,学生凭基础课程结业考试成绩同样能够取得攻读大学学位课程的入学资格。 相似文献
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Peter Higgins 《Journal of Adventure Education & Outdoor Learning》2000,1(1):69-82
From a tourism perspective Scotland's greatest natural resource is it's scenery. Recent studies have indicated that the contribution of outdoor recreation (which depend on this asset) to the Scottish economy have traditionally been underestimated. Published work from a range of sources are reviewed together with case studies of the additional contribution of Outdoor Education Centres, and other forms of provision. The main findings are as follows:
Outdoor recreation generates perhaps at least £600 - £800m of Scotland's tourist income, much of which is in rural areas and also extends the traditional tourist season; Outdoor Education Centres are significant employers in certain rural areas; Evidence from one area of Scotland (Lothian Region) suggests that the pattern of outdoor education provision has changed significantly in recent years; 'Therapeutic' outdoor activity programmes seem effective in reducing youth crime and the cost-saving to the tax-payer is substantial. 相似文献
Outdoor recreation generates perhaps at least £600 - £800m of Scotland's tourist income, much of which is in rural areas and also extends the traditional tourist season; Outdoor Education Centres are significant employers in certain rural areas; Evidence from one area of Scotland (Lothian Region) suggests that the pattern of outdoor education provision has changed significantly in recent years; 'Therapeutic' outdoor activity programmes seem effective in reducing youth crime and the cost-saving to the tax-payer is substantial. 相似文献
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Jim Gallacher 《Higher Education Quarterly》2009,63(4):384-401
This article examines the policy framework and national structures that have shaped the development of higher education in Scotland's Colleges. It is suggested that these have helped create a higher education tradition that is in significant ways different from that which exists in the further education sector in England. The emphasis on collaboration in Scottish policy is also noted, but it is suggested that there has only been limited and patchy progress towards achieving some key policy objectives, and the impact of more recent initiatives remains to be seen. 相似文献
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In November 2003, the Scottish Executive Education Department (SEED) commissioned the SCRE Centre at the University of Glasgow to evaluate the impact of Section 15 of the Standards in Scotland's Schools etc Act 2000 . The evaluation took place between January 2004 and August 2005. A major strand of the research was the impact of the presumption of mainstreaming on special schools, including an exploration of the changing role of special schools, and the changing demands on staff in special education. The evidence presented in this paper suggests that whilst there may be widespread support for specialist provision within a policy climate of inclusion, the sector has undergone significant changes in the last few years. These changes have had a particular impact on the curriculum, teaching and learning, and 'specialness' of special schools. However, not all of these changes are due to the impact of mainstreaming. 相似文献
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Thoutenhoofd E 《Journal of deaf studies and deaf education》2006,11(2):171-188
The Achievements of Deaf Pupils in Scotland (ADPS) project has been tracking the educational attainment of deaf pupils in Scotland's schools since 2000. At the time of writing, the database contains records for 1,752 deaf pupils (2000-2005). Here 4-year aggregate educational attainment data are reported for a subset of 152 school-aged deaf pupils with cochlear implants notified to the ADPS database between June 2000 and June 2004. The data describe primary and secondary school results in reading, writing, and math for this subgroup, as well as placement and communication characteristics. The educational attainment of the group of deaf pupils with cochlear implants is clearly marked when the deaf pupil population is disaggregated for hearing loss, achieving comparatively higher average attainment in both 5-14 Curriculum National Tests (Mathematics in particular) and Standard Grades. Therefore the gap in performance relative to the national population data is reduced for those deaf pupils, although it still widens at higher levels of achievement for the National Tests. Although most pupils with cochlear implants are placed in the mainstream, there is no pattern of migration toward mainstream schools. Some deaf pupils with cochlear implants moved out of mainstream to other types of placement, and this has implications for health-economic cost-utility assessments of cochlear implantation that favor mainstream education by drawing upon the relative cost of different placement types. These findings suggest that the ADPS program of research can contribute school outcome data as valuable real-life outcome measures in wider assessments of the benefit of cochlear implants to deaf children and deaf young people. 相似文献
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《The Journal of educational research》2012,105(6):216-218
AbstractThe hypothesis that a motive to avoid success (M-s) exists in high-achieving 7th, 8th, 9th, and 10th grade girls was investigated. Eighty-five black and white Ss responded to verbal TAT-like stimuli. Scores, treated by chi square, supported the hypothesis that the M-s is prevalent in high-achieving girls and is positively correlated with increasing grade level. However, the M-s was not found to be correlated with race. 相似文献
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第45和46个梅森素数的预测 总被引：1，自引：0，他引：1
根据已发现的44个梅森素数,运用非线性拟合,给出了梅森素数分布的猜想,由此得到第45和46个梅森素数的范围和可能值,即％中声取自然对数的范围是[0．396283124964472n-0．251065835613184,0．396283124964472n＋1．3570453473079]． 相似文献
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从16世纪末开始。俄国利用“哥萨克”,越过乌拉尔山,大举东征,向亚洲北部殖民扩张。俄人东渐大致有四个原因：“寻找”东方出海口;“寻找”与中国贸易的“商道”;“寻找”神话中的“金毛羊”;掠夺黑龙江流域的资源。 相似文献
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王平 《西南师范大学学报(人文社会科学版)》2007,33(4):185-187
部落问题，是中东历史上一直困扰着统治者、历史学家以及社会学家的一个问题。16、17世纪的伊朗正值萨法疆王朝（1502—1722年）统治时期，在建国过程中立下汗马功劳的七大土库曼部落，逐渐成为国家分裂的重要因素。萨法维王朝的统治者采取了包括军事、行政和财政改革等一系列措施，抑制了部落分裂的势头，加强了王权，维护了国家的统一和稳定。 相似文献
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毛晨岚 《湖南第一师范学报》2010,10(2):110-112
11-12世纪,拜占廷国内外危机加剧,为应付本国危机,加强了对基辅罗斯外交和宗教控制,尤其在宗教方面,基辅罗斯成为拜占廷直接管辖下的一个省级都主教区,与拜占廷国内其它省级都主教区并列。基辅罗斯分裂成若干小公国,也给拜占廷插手本国内政提供机会。两国传统的商业贸易因商路被切断而日益衰落。 相似文献