中国、加拿大、美国小学三年级学生学习特点比较研究   总被引：1，自引：0，他引：1  

谢春风 《比较教育研究》2006,27(5):33-37

中、美、加三国儿童的学习特点存在一定程度的国别差异和性别差异,中国儿童与外国(特指加拿大和美国)儿童学习特点上的中西差异十分明显.在喜欢学校、计算机运用能力、家庭作业能力等方面,中国被调查儿童强于加拿大和美国儿童;但在学习自信心、图书借阅能力、学习效果和学习环境等方面,加拿大和美国被调查儿童的表现明显强于中国被调查儿童.小学生的课业负担沉重,学习自信心不足,是我国面临的突出问题.  相似文献   

加拿大终身学习政策述评   总被引：5，自引：0，他引：5  

王艳玲 《比较教育研究》2006,27(3):79-84

20世纪90年代以来,加拿大政府制定并实施了一系列推动终身学习的政策,包括制定法律文件、提供经费保障、完善技术支持、建设学习载体、支持处境不利群体、开展相关的研究.本文对此进行综述,并在此基础上作出评价.  相似文献   

我国社保基金投资的改革方向     

杜金沛  吴中超 《安庆师范学院学报(社会科学版)》2006,25(1):90-94

加拿大养老保险基金会中投资部独立,采用指数化投资,免受了政治干预的伤害。我国社保基金的投资宜选择投资指数基金,可以有效降低运行成本,有利于管理层的监督,确保社保基余对安全性和盈利性的双重要求。大力发展指数基金应该是进一步规范和繁荣我国资本市场的一项重要任务。  相似文献   

论加拿大女诗人利夫赛的政治诗     

赵慧珍 《内蒙古大学学报(人文社会科学版)》2010,42(1):122-127

利夫赛是加拿大最重要的诗人之一,在漫长的创作生涯中,取得了极高的成就。利夫赛的政治诗按题材大致可分为四类：宣传马克思主义和社会革命精神的;抨击各种社会问题的;讨论种族问题以及涉及妇女问题和性别歧视的。在这些诗中,诗人直抒胸臆,秉笔直书民生疾苦和诸多社会问题,诗情激越张扬,体现了诗歌艺术为政治服务的诗学观。分析其政治诗,有助于我们进一步理解其诗中诗性与政治性的完美结合,欣赏其充满诗情和哲理的艺术境界,进而更全面地认识其作品的社会价值。  相似文献   

北极气候变化对加拿大和中国社会与经济的影响     

李志军  魏莉  刘艺工 《内蒙古大学学报(人文社会科学版)》2010,42(1):128-133

气候变化引起自然资源环境变化,进而影响社会和经济的发展。在全球气候变化中,北极气候变化最明显,开始影响生态变化;而北冰洋这块“净土”也随着海冰的减少,使得夏季通航和资源开发成为潜在工程行为,多国纷纷对北冰洋的主权要求施展本领。北极气候变化对加拿大自然生态环境和社会经济的影响引起了加拿大政治界、科学界、工程界、民间的高度重视,并采取了相应的应对措施。从加拿大和中国的国情出发对两国在气候变暖的共性问题上做比较分析,将为国内外同仁提供宝贵借鉴。  相似文献   

中加双语教育的社会人文环境比较研究     

郭辉 《青海师范大学学报(哲学社会科学版)》2010,32(5):136-139

本文从人口和语言环境、文化和社会环境等方面比较了中国与加拿大双语教育的社会人文环境,旨在通过对中加双语教育社会人文环境的比较,把握二者的共性与特殊性,探讨作为二者存在基础的人文社会因素。理性地借鉴加拿大双语教育的经验教训,以发展符合中国国情、具有中国特色的双语教育,并推动中国双语教育研究和实践的科学发展。  相似文献   

加拿大图书馆学情报学教学发展趋势   总被引：2，自引：1，他引：1  

罗军  寻阳 《图书情报工作》2001,45(11):81-83

介绍加拿大7所大学的图书馆学情报学专业为适应社会的发展而进行的系列改革,包括加强学科间的横向联合,组建新型专业;增加课程,扩大学生选择课程的范围;校企联合,互惠互补;面向市场,培养复合型人才等。同时,还论述了加拿大图书馆学情报学教育的发展趋势。  相似文献   

National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education     

Jasmine Rockarts  Danielle Brewer-Deluce  Ari Shali  Vian Mohialdin  Bruce Wainman 《Anatomical sciences education》2020,13(3):381-389

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.  相似文献   

合作与差异：加拿大导师制度的选择 ——基于三所一流大学的经验          下载免费PDF全文

时广军 《复旦教育论坛》2022,20(3):105-112

导师制度的建设与完善是推进研究生教育高质量发展的重要环节。基于对加拿大三所世界一流大学的分析，发现其研究生导师制度呈现出“合作与差异”并重的特色，表现在：导师角色上，以多方引导人、共同责任人为定位；导师职责上，重视规范职责与协商职责并行；导师时间上，提倡全程参与研究生教育；导师指导效果保障上，多维度促进导师专业成长。研究结果对我国研究生导师制度建设的启示如下：探索“自我询问”机制，引领导师理解自己；尝试“期望协议”，明晰师生的主体职责；落实导师合作小组，拓展指导效果；深化“分类指导”细则，关注学生多样性；打造规制、引导、自主“三合一”服务体系，促进导师专业成长。  相似文献   

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada     

Jing Jin  Yina Liu 《Literacy》2023,57(2):171-184

Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts.  相似文献