襄樊历史特色与文化旅游开发     

杜汉华  杜睿杰 《襄樊职业技术学院学报》2010,9(5):7-10

通过对襄樊城市军事名城、文化名城、商贸名城、旅游名城、山水城古风公园的研究分析,提出了把襄樊建成＂世界级的旅游景观城市＂的战略和战术等框架性意见。  相似文献   

动态插入数据在ASP.NET应用程序开发中的应用研究     

张映东 《三门峡职业技术学院学报》2010,9(3):99-101

动态插入数据是ASP.NET 应用程序开发人员经常遇到的问题,成功的关键在于设计正确的逻辑思路。文章结合实例在逻辑思路的设计与实现方面进行了研究。  相似文献   

乡村旅游目的地在新农村建设背景下的“四化”问题研究     

张碧星  赵瑞 《怀化学院学报》2010,29(12)

乡村旅游目的地开发与新农村建设存在着良好的互动个关系,但目前一些乡村旅游目的地在新农村建设背景下的开发建设,没有把建设核心放在"乡村"这样一个特殊区域之中,而是将城市作为新农村建设的参考,使得开发出的乡村旅游目的地存在诸多问题。文章在探讨乡村旅游目的地开发与新农村建设的耦合基础上,讨论分析了乡村旅游目的开发中存在的面貌"城市化"、环境"园林化"、旅游通道"水泥化"、和旅游专门设施"现代化"等问题。为促进乡村旅游的可持续发展,避免乡村旅游目的地出现"千村一面"现象,提出新农村建设背景下的乡村旅游目的开发对策。  相似文献   

以人为本:科学的人类中心主义     

王常柱  武杰 《巢湖学院学报》2010,12(5)

人类中心主义作为一种价值观为人类的存在与发展做出了重大贡献,但其内在的局限性又必然使之在新的发展时代陷入困境。科学发展观的以人为本价值理念与人类中心主义既具有立场的相似性,又具有本质的差异性,它一方面消除了人类中心主义的主体虚妄性,另一方面又重视发展的实践性、层次性和适应性,是一种促进人类社会全面协调可持续发展的科学的人类中主义。这是中国人民为人类社会发展理论创新做出的重要贡献。  相似文献   

科学发展观与生态文明建设的关系     

董树彬  张启发 《唐山学院学报》2010,23(4):24-27

科学发展观倡导的可持续发展,首先强调发展问题,并且是持续不断的良性循环发展,是以经济可持续为基础,生态可持续为条件,以社会可持续为目的 ,协调经济、社会和环境之间的关系,最终实现经济、社会和环境的和谐发展。生态文明建设也离不开科学发展观的指导作用,只有把科学发展观确实落实到生态文明建设之中,才能正真实现以环境保护为前提的经济发展。  相似文献   

社会性软件支持下教师专业发展策略研究   总被引：1，自引：0，他引：1  

王蕊  李燕临 《现代教育技术》2010,20(5):61-64

应用社会性软件促进教师专业发展是一项很有价值的研究课题。文章阐述了社会性软件的定义、分类和功能,剖析了社会性软件对促进教师专业发展的重要作用,并从多层面提出基于社会性软件帮助教师开展教育叙事和行动研究,培养教师的合作意识和协作能力,创新教师专业发展模式,有效进行知识管理,综合提升教师科研能力的教师专业发展策略。  相似文献   

Down Memory Lane: Recollections of Lamaze International's First 50 Years     

Zwelling E 《The Journal of perinatal education》2010,19(3):11-16

The 42-year involvement of one member of Lamaze International is chronicled through a decade-by-decade review of personal memories. The history of Lamaze International is shared through the recollections of her roles as a childbirth educator, faculty member, and member of the board of directors.  相似文献   

What once was old is new again     

Hotelling BA 《The Journal of perinatal education》2010,19(3):68-72

Through seminars and continuing educational opportunities, recently certified Lamaze childbirth educators beginning their teaching careers have learned of the changes in birth practices over the past 50 years. However, they may not have heard the personal stories about the locations and conditions in which Lamaze educators first taught. In this column, five childbirth educators share their memories of the birthing climate, teaching strategies, class populations, and other aspects of Lamaze childbirth education 50 years ago and how the "old ways" compare with today's classes. Their stories not only provide an important, historical perspective to build on the past and improve future educational opportunities for expectant women and their families but also illustrate Lamaze's ongoing efforts to promote natural, safe, and healthy birth practices.  相似文献   

Teachers’ Continuing Professional Development and Higher Education     

Andrew Green 《Changing English: An International Journal of English Teaching》2010,17(2):215-227

This paper presents and analyses data gathered from a survey of teachers in a range of secondary school English departments. It seeks to establish the ways in which teachers perceive their subject knowledge Continuing Professional Development (CPD) needs and the ways in which they would like to engage with Higher Education (HE) English as part of their CPD. It also explores teachers’ reasons for wishing to undertake such study, and the ways in which they believe such studies could contribute to their development. Finally, it goes on to consider some of the constraints on CPD and the possible implications of this for Higher Education Institutions. The interface between schools and HE has, historically, been limited. However, engagement in CPD is one of the most significant ways in which dialogue between secondary and HE teachers of English can be fruitfully established.  相似文献   

Bilingual curriculum construction in business education for non-key universities in China     

WANG Wei-wei 《美中教育评论》2010,(2):28-34,44

Weak effectiveness of bilingual education is an especially obvious phenomenon in non-key universities of China where students have poorer English ground and bilingual curriculums are unconstructive designed partly because of the scarcity of teaching resources. This paper discusses failures of these unconstructive curriculum systems from the view of cognitive learning and points out that just because of the lags in BICS and CALP of students in non-key universities, metacognitive process should be substantially considered and completely integrated in construction of bilingual curriculum system including aspects of bilingual allocation, subject design, bilingual arrangement and prepostive training. This paper takes International Business Specialty in non-key universities as an example and highly involves writer＇s teaching experiences.  相似文献