现代信息社会的图书馆用户教育   总被引：10，自引：0，他引：10  

金岩  李莘 《情报科学》2002,20(7):701-703

本文论述了目前开展用户教育的紧迫性，介绍了用户教育的前提，目标和空容，以及开展用户教育的途径，最后阐明了开展用户教育的意义。  相似文献   

图书馆网络环境建设   总被引：1，自引：0，他引：1  

欧石燕 《情报科学》2001,19(1):30-32

随着计算机和网络技术的发展，图书馆数字化进程方兴未艾，作者信息基础设施的图书馆网络环境的建设显得至关重要。醉对图书馆网络建设过程中的网络技术选型、网络系统结构以及系统安全等方面的问题进行了探讨。  相似文献   

图书馆建立中小企业信息服务体系战略构想   总被引：6，自引：0，他引：6  

雷云 《情报科学》2002,20(5):456-457,466

香港贸发局和日本大阪中小企业服务中心的运作模式，其实就是一部图书馆文献信息服务的发展变迁史。目前我国政府迫切建中小企业社会化服务体系，这对图书馆来说，是全力发展信息产业的大好时机，本文在进行可行性研究分析的基础上，提出图书馆建立中小企业信息服务中心的设想及实施步骤。  相似文献   

简帛文献能向我们启示什么     

马育良 《安庆师范学院学报(社会科学版)》2005,24(5):53-56

简帛文献的大批出土,给我们的研究工作带来了许多重要的变化,它们再一次证明了中国文明的连续性特征,为真正“走出疑古时代”和重写“学术史”提供了更多的可能,并进一步丰富了王国维以来的史学方法。这些,都给予我们的多学科研究和大学文科教学以很重要的启示。  相似文献   

刍议宋朝没有一统华夏的经济因素     

路阳 《安阳工学院学报》2005,(4):122-123

农业租佃制的确立、商业及东南沿海贸易的发展使宋朝经济空前繁荣,商人地主乐于安逸的生活而不愿意支持政府发动战争,庞大的军费开支也制约了宋朝的统一战争,最终使宋朝统治者未能实现祖国境内各民族大一统.  相似文献   

Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers     

Paul Reitano  Satine Winter 《Curriculum Journal》2017,28(3):403-420

This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum.  相似文献   

Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study   总被引：1，自引：0，他引：1  

Janneke van de Pol  Sue Brindley  Rupert John Edward Higham 《Educational studies》2017,43(5):497-515

Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.  相似文献   

Approaches to the study of pragmatism in today’s China     

Wang Chengbing 《Educational Philosophy and Theory》2017,49(10):1038-1044

To explore the key approaches to pragmatism is not only a logical requirement of the development of pragmatism itself, but also necessary for Chinese pragmatism to progress. There are three major necessary and feasible approaches to the study of pragmatism, which will play a very important role in the development of Pragmatism in today’s China: Firstly, the approach through the history of Western philosophy and logic of thinking; Secondly, the approach through comparative research in the context of contemporary academic dialogs, and thirdly, the approach through comprehensive interdisciplinary research. The approach through the history of Western philosophy and thought helps us ascertain the status of pragmatism in Western philosophy. Meanwhile, comparative research in the context of contemporary academic dialogs is necessary for resolving cultural conflicts and for the integration of and dialogs between cultures in an age of globalization. Finally, multidisciplinarity, interdisciplinarity, and comprehensiveness are intrinsic to pragmatism, and scholarly circles in China have tremendous room for research characterized by the same.  相似文献   

Imagining a future,living in the present and remembering the past     

Stephanie Spencer 《Journal of educational administration and history》2017,49(4):321-329

The remit for this short piece was to identify themes emerging from the articles in this edition by Julie McLeod, Duncan Waite and Eugenie Samier, to consider how these themes reflect on the current field, and to identify their ongoing relevance. Additionally, I was asked to consider the current challenges that the field is facing and what this means for research and journals such as this one. My short response is that our research has to matter. It has to matter to us as individuals so that what we do is worthwhile; it has to matter that we can provide rigorous research that is reliable so that it can inform policy makers and administrators; and it has to provide teachers and students with a greater understanding of why they are doing what they are being asked to do.  相似文献   

The emergence of the quantified child     

Rebecca Smith 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):701-712

Using document analysis, this paper examines the historical emergence of the quantified child, revealing how the collection and use of data has become normalized through legitimizing discourses. First, following in the traditions of Foucault's genealogy and studies examining the sociology of numbers, this paper traces the evolution of data collection in a range of significant education policy documents. Second, a word count analysis was used to further substantiate the claim that data collection and use has been increasingly normalized through legitimizing discourses and routine actions in educational settings. These analyses provide evidence that the need to quantify educational practices has been justified over long periods of time through a variety of documents and that the extent to which data governs educators’ thoughts, discourses, and actions has dramatically increased during the past century.  相似文献