重温《三字经》:我国传统蒙学读物对幼儿园课程编制的启示

<三字经>是我国传统经典蒙学课程,它以劝学和教人立志为目的,为儿童在我国文化语境中确立了学习的根本意义;它提供了将来学习的顺序、经典及其大纲与恰当的学习方法,为儿童将来的学习奠定了方法论的基础;它精心设计了大量隐喻,让儿童在反复吟咏中感悟经典的思想精髓,实现了形式与内容的统一,对克服当前幼儿园课程编制中存在的一些弊端不无当代启示与借鉴价值.     

基于“工作过程＋岗位需求”的高职涉外旅游专业英语课程体系探索

根据涉外旅游行业工作过程中的实际岗位需求，以“培养学以致用的英语交际能力”为目标，采用“实用、递进”的课程设置模式、“突出互动、注重实践”的教学方法和“重应用、多元化”的评价方式，从而构建“以能力为本位，基于工作过程＋岗位需求”的高职涉外旅游专业英语课程体系。     

《思想道德修养与法律基础》课教学方法问题探析——以高职院校为视角

《思想道德修养与法律基础》课是高职院校对学生进行思想道德与法律教育的主渠道。然而,当前高职院校《思想道德修养与法律基础》课的教学方法存在着较多的问题,传统的教育理念和人才培养模式、教材的内容、教学管理制度以及教师自身的素质等是产生这些问题的主要原因。     

监狱民警教育培训课程的建设

课程建设是提高监狱民警教育培训质量所迫切需要解决的核心问题.其前提是建立以管教岗位为主体的培训体系,重点是推开以工作任务为导向的课程建设,而一支高素质的教官(师资)队伍与课程建设相辅相成,是提高教育培训质量的重要保证.     

视频侦查课程设置研究

在信息化时代背景下,公安院校设置视频侦查课程是必要的。其课程开发要符合教育规律,必须组建课程开发团队实施课程的开发工作,并按照非技术—非科学法的课程开发原理科学安排教学内容。视频侦查课程的设置应致力于解决公安机关视频侦查专业人才不足、技术方法落后、理论研究缺失的问题。教学内容安排是视频侦查课程设置的核心问题。建构一个有机的视频侦查课程体系,是培养优秀的应用型视频侦查人才的关键所在。     

African Customary Law and Common Law in South Africa: Reconciling Contending Legal Systems

ABSTRACT

The multicultural fabric of contemporary South African society is the result of the interaction between various and differing historical narratives, each with their own knowledge system, which led to the emergence of legal pluralism. The common law and African customary law are the major legal systems. A historical- political construction of the common law indicates that it has been influenced by the dominant political power. From an historical perspective, the contraction and expansion of the common law is due to its continuous deconstruction, whereby new knowledge is introduced into the existing system. Section 173 of the Constitution of 1996 provides that the judiciary is now responsible for developing the common law. However, under the new constitutional dispensation, the reconstruction of African customary law that is now on an equal footing with the common law indicates that it is being remodelled to fit the mould of Western legal values. In order to achieve jurisprudential parity between the two systems, the humanistic values of ubuntu should be adopted to infuse African equity into the common law. The realisation of this objective is possible if an interpretative paradigm is recognised as a means of ameliorating the legalistic consequences of the prevalent positivist paradigm. Within an African Renaissance model, adherence to an interpretative paradigm would advance restorative justice, and curriculum transformation along with research and development that resonate African/South African values. This would instil new vigour into the law and the Constitution that is seemingly becoming stulted due to its adherence to Western values.     

Making space for restorative justice in criminal justice and criminology curricula and courses

Restorative justice, rooted in the practices of indigenous people across the globe, has grown exponentially in both theory and practice since its beginnings in Canada in the 1970s. Restorative justice has influenced the interactions between offenders and victims, helped community members address crime and develop self-efficacy, and changed the way some countries rebuild after a history of oppression. Despite these restorative justice influenced changes, many criminology and criminal justice programs pay scant attention to restorative justice in curricula. This paper will examine ways to include restorative justice in criminal justice and criminology curriculum and the challenges involved in the process. The paper will then examine how the Law and Justice Department at Central Washington University has incrementally added restorative justice components to its curriculum, culminating most recently with the addition of a Community and Social Justice course. The paper will conclude with several examples of classroom activities and assignments that have helped connect students with the theory and practice of restorative justice.     

Educating Everyone

正New education models in Qinghai’s Tibetan-inhabited region prove successful Ji Caiben is a Tibetan pupil in the third grade at the Ethnic Boarding Primary School in Gonghe County,Hainan Tibetan Autonomous Prefecture in northwest China’s Qinghai Province.There are 57 students in Ji’s class,with almost half of them being Han and the other half Tibetan.     

促进青少年身心健康的体育课程设置研究构想

我国高校的体育教学一直存在着以技术技能教学为主、学生被动接受身体锻炼的弊病。21世纪大学体育教学应进行新的课程设置与构建,通过建立以促进青少年身心健康为核心的新的体育课程设置体系,使大学生能够积极主动地在课堂上掌握体育知识和健身方法,全面提高青少年学生的体质和心理健康水平,指导自己终身从事体育锻炼,通过体育锻炼促进身心和谐发展。     

西安地区民办高校定向运动课程设置的可行性分析

定向运动既可以提高人的身体适应能力和水平,又可以增长知识和技能、改善心理素质,特别是能提高人的社会化水平和自立、自信、独立解决问题等能力。本文通过对定向运动在西安地区高校发展现状的调查,以及对西安地区民办高校人才培养目标的研究,结合定向运动的特点与功能,探讨其作为课程在西安地区民办高校开展的可行性,并对此提出建议。