英国电子图书馆项目评介   总被引：3，自引：0，他引：3  

于良芝 《津图学刊》2001,(1)

本文介绍了英国电子图书馆项目 ( The elibProgramme,1995- )的实施背景和研究领域 ,分析了该项目的特点 ,评价了它的主要成就和影响。最后指出 ,政府部门 ( Higher Education Funding Councile)对该项目的引导和管理是它成功的保障 ,高校图书馆的积极参与是它成功的关键 ;两者的结合不仅造就了elib在过去五年的累累硕果 ,也将英国高校图书馆坚实地置于电子图书馆环境未来开发与利用的前沿。  相似文献   

中国参与世界记忆项目:理念、路径与展望     

徐拥军  郭若涵  王兴广 《档案与建设》2022,(1):11-18

中国与世界记忆项目的互动是双向促进的过程。我国遵循以构建人类命运共同体为价值追求、以传承人类共同记忆为基本使命、立足于从"遗产大国"迈向"遗产强国"的切实需求、致力于打造文献遗产保护的典范样本等理念,从"引进—融合—延伸—反哺"等路径着手,积极参与世界记忆项目。未来,由"参与者"转向"引导者"、由"遗产本体"延伸至"背景关联"、由"单一沟通"建立起"多元对话"将成为我国参与世界记忆项目的三大重点着力方向。  相似文献   

法国学前教育的实践理据与价值负载——新《母育学校教学大纲》透视     

张雁  张梦琦 《比较教育研究》2019,41(1):76-84

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The Effectiveness of the Responsive Teaching Parent-mediated Developmental Intervention Programme in Turkey: A pilot study     

Ozcan Karaaslan  Ibrahim Diken  Gerald Mahoney 《International Journal of Disability, Development & Education》2011,58(4):359-372

The case study was conducted to examine the feasibility of an early intervention curriculum called Responsive Teaching with two five-year-old children from Turkey who had significant developmental delays. This study determined whether Turkish mothers might be successful in learning to become more responsive to their children, and whether this would result in significant improvements in their children’s development. Both dyads received 28 individual parent–child intervention sessions which were conducted over a four-month period of time. Pre-, mid-, and post-assessments indicated improvements in the mothers’ responsiveness to their children and the children’s levels of engagement with their parents. There were also improvements in the children’s language and personal social development. Mothers reported that Responsive Teaching helped them learn to interact more effectively with their children and that this resulted in longer and more enjoyable interactions with them. Results from this investigation are discussed in terms of their implications for providing developmental services to preschool-aged children with disabilities in Turkey.  相似文献   

Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs?     

Vegard Johansen  Hege M. Somby 《Scandinavian Journal of Educational Research》2016,60(6):736-745

This paper asks whether the Pupil Enterprise Programme (PEP) is a suitable working method for improving academic performance among pupils with special needs. Overall, 20% of pupils participate in PEP at some point during lower secondary school. Results from multilevel regression modelling indicate that pupils with special needs who have participated in PEP attain better grades in Written Norwegian and Mathematics than those pupils with special needs who did not participate in PEP. The difference between PEP participants and non-participants in Written English was insignificant. The positive results for Norwegian and Mathematics seem to be related to the organisation and content of PEP. The data are from a study of 1,880 pupils in the 10th Grade.  相似文献   

“体力波”理论在高校课余体育训练中的运用     

刘嘉津 《浙江体育科学》1997,(1)

以“体力波”理论为依据，结合“生日节律”周期，利用波的叠加原理，为运动员设立具有一定起伏波动性的训练计划。使得运动员原来固有的体力波线，由于外界不断增长的相同频率的“负荷波”的叠加而改变，并逐步形成一条合成的波动曲线，这一波线在比赛时能达到运动能力的最高峰。  相似文献   

欧盟高等教育的自我救赎     

俞可 《复旦教育论坛》2015,(1)

欧盟于2014年1月1日以147亿欧元预算启动“伊拉斯谟加强版”,力图在2020年前打造教育国际化标杆并实现欧盟高等教育全球战略。通过塑造一代又一代“伊拉斯谟学子”,欧盟意在赢取未来。当下,欧盟深陷经济与信任双重危机无法自拔,被寄寓厚望的欧盟教育也失守宗庙,表现为三大缺失,即青春梦想的缺失、标杆效应的缺失和全球视野的缺失。由此,欧盟高等教育全球战略的实质与意图昭然若揭———危机时代的自我救赎与全球时代的人才争夺。在实质与意图的张力之间,欧盟高等教育的身份认同深陷双重二律背反,即融合与差异、中心与边缘。三条原则可供欧盟高等教育实现自我救赎：以本土高等教育质量为核心,以培育全球公民为目标,以国家文化软实力为基础。  相似文献   

中方机构参与欧盟框架计划的现状及问题研究     

王同涛  徐离永 《中国科技论坛》2012,(9):142-147

对欧科技合作是中国国际科技合作的重要组成部分,而欧盟框架计划内的中欧科技合作是目前的主要合作渠道。欧盟框架计划是全球最大的多国合作的官方科技计划之一,也是中国科学家参与高水平国际科技合作的重要平台。本文介绍了中国参与欧盟框架计划的现状,探讨了制约中方机构参与欧盟框架计划的几个问题,提出了促进中方机构参与欧盟研发计划的对策和建议。  相似文献   

Teaching and evaluating instructor effectiveness using the instructor effectiveness questionnaire and the instructor effectiveness check sheet combination     

Maurice L Phipps  Aya Hayashi  April Lewandowski  Allison H Padgett 《Journal of Adventure Education & Outdoor Learning》2013,13(1):51-65

Abstract

This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching.  相似文献   

Diverse student teachers making sense of difference through engaging in Boalian theater approaches     

Hannele Turunen  Kerttu Tossavainen  Sirkka Jakonen  Harri Vertio 《Teachers and Teaching》2013,19(6):675-692

In many countries, educational and health policies currently highlight the need to develop schools towards health promotion settings for pupils and school staff. The aim of this three‐year follow‐up study was to investigate teachers’ assessments of goal attainment and possible changes in health promotion practices in the Finnish schools that participated in the Programme of European Network of Health Promoting Schools. The data were collected by questionnaires from teachers who also worked as ENHPS coordinators at the school level. The data analysis was statistical. The results showed that, overall, the infrastructure for health promotion was good at the participating Finnish schools. Based on the results of this Finnish ENHPS study, it can be concluded that the progress towards health‐promoting schools is demanding and requires action at the administrative level, such as appropriate planning of responsibilities, resources and training. Additionally, it requires modification of everyday practices for a school to become a health‐promoting setting.  相似文献