The teaching, not to try to arouse the desire of students for seeking knowledge, is just like a piece of cold iron being hammered, said American educator Mann. With humor in teaching, the desire of students for knowle...The teaching, not to try to arouse the desire of students for seeking knowledge, is just like a piece of cold iron being hammered, said American educator Mann. With humor in teaching, the desire of students for knowledge can be effectively stimulated, and also students are helped to understand and grasp what they learn.展开更多
In 1778, Abbe Guinot, a priest native of Lorraine and professor in the seminary of Toul, published in Nancy the two volumes of his philosophical lectures, whose subtitle is ＂On Logic.＂ This concerns a general philos...In 1778, Abbe Guinot, a priest native of Lorraine and professor in the seminary of Toul, published in Nancy the two volumes of his philosophical lectures, whose subtitle is ＂On Logic.＂ This concerns a general philosophy of knowledge and a critic of philosophical systems. Guinot is interested in science and natural discoveries. He describes the organization of institutional science and appreciates the progress of sciences but he makes a distinction between scientific progress and philosophers＇ sophisms that he criticizes. In order to favor science and avoid philosophical errors, logic is essential in students＇ training. According to Guinot, logic allows us to extend our intellectual abilities, upliR our ideas, help our thought processes, and mature our reflection. However, this logic refers to the great book of nature written in mathematical language. Guinot thinks that scientific experiment is of the highest importance for accuracy of mind. This logic lecture is inspired by Aristotle but above all by Port-Royal Logic. It gives a place to Locke empiricism and it favors development of sciences. Abbe Guinot was a chaplain in the cathedral of Nancy; he emigrated in 1791. He came back in France during the Consulate and he died a few time later.展开更多
Every developing country has to meet the challenge of overcoming a condition of subalterrnity. After the victory of the Revolution in 1959, Cuba tackled this challenge in a very original way, prioritizing the developm...Every developing country has to meet the challenge of overcoming a condition of subalterrnity. After the victory of the Revolution in 1959, Cuba tackled this challenge in a very original way, prioritizing the development of scientific and technical know-how and of an advanced scientific system. Moreover, it pursued this goal with an extremely open attitude, using characteristic Cuban resourcefulness while at the same time taking advantage of every possible support and collaboration. While the country was increasingly integrated into the Soviet system and the Council for Mutual Economic Assistance （COMECON）, and therefore benefited from a close collaboration with the Soviet Union and the Eastern European countries＇ higher education and scientific systems, nevertheless it constantly sought collaboration with scientists and institutions in other countries as well, in particular in the Western world. The most meaningful instance of this collaboration is the development since the 1980s of an advanced biotechnological and biomedical system, which was created independently by the Soviet Union. Quite remarkably, when the socialist system collapsed, though Cuba faced a critical situation, the strategic choice was made not to cut support to this scientific sector, but rather to reinforce it. At present Cuba produces and exports advanced and in some cases unique vaccines and drugs, and this sector ranks as third in the country＇s source of current hard currency.展开更多
The study of Pedagogical Content Knowledge(PCK),has been closely connected with three research paradigms(teacher behaviours,teacher thinking and teacher knowledge) over past decades.This paper first reviews several di...The study of Pedagogical Content Knowledge(PCK),has been closely connected with three research paradigms(teacher behaviours,teacher thinking and teacher knowledge) over past decades.This paper first reviews several diagrams of PCK's components and various models proposed by Shulman(1986,1987),Grossman(1990,1995),Turner-Bisset(1999,2001).Then it conceptualizes a framework of six-component PCK on the basis of analytical discussion being conducted in the study.Since PCK reflects an integration of several fundamental elements of teacher knowledge held by expert teachers,it should serve as one of the knowledge bases for developing foreign language teacher education programmes.展开更多
OBJECTIVE:To assess the effect of case-based learning(CBL)in the education of Traditional Chinese Medicine(TCM).METHODS:The studies concerning TCM courses designed with CBL were included by searching the databases of ...OBJECTIVE:To assess the effect of case-based learning(CBL)in the education of Traditional Chinese Medicine(TCM).METHODS:The studies concerning TCM courses designed with CBL were included by searching the databases of EBSCO,Pubmed,Science Citation Index,China National Knowledge Infrastructure,Chongqing VIP database.The valid data was extracted in accordance with the included criteria.The quality of the studies was assessed with Gemma Flores-Masteo.RESULTS:A total of 22 articles were retrieved that met the selection criteria:one was of high quality;two were of low quality;the rest were categorized as moderate quality.The majority of the studiesdemonstrated the better effect produced by CBL,while a few studies showed no difference,compared with the didactic format.All included studies confirmed the favorable effect on learners'attitude,skills and ability.CONCLUSION:CBL showed the desirable results in achieving the goal of learning.Compared to didactic approach,it played a more active role in promoting students'competency.Since the quality of the articles on which the study was based was not so high,the findings still need further research to become substantiated.展开更多
文摘The teaching, not to try to arouse the desire of students for seeking knowledge, is just like a piece of cold iron being hammered, said American educator Mann. With humor in teaching, the desire of students for knowledge can be effectively stimulated, and also students are helped to understand and grasp what they learn.
文摘In 1778, Abbe Guinot, a priest native of Lorraine and professor in the seminary of Toul, published in Nancy the two volumes of his philosophical lectures, whose subtitle is ＂On Logic.＂ This concerns a general philosophy of knowledge and a critic of philosophical systems. Guinot is interested in science and natural discoveries. He describes the organization of institutional science and appreciates the progress of sciences but he makes a distinction between scientific progress and philosophers＇ sophisms that he criticizes. In order to favor science and avoid philosophical errors, logic is essential in students＇ training. According to Guinot, logic allows us to extend our intellectual abilities, upliR our ideas, help our thought processes, and mature our reflection. However, this logic refers to the great book of nature written in mathematical language. Guinot thinks that scientific experiment is of the highest importance for accuracy of mind. This logic lecture is inspired by Aristotle but above all by Port-Royal Logic. It gives a place to Locke empiricism and it favors development of sciences. Abbe Guinot was a chaplain in the cathedral of Nancy; he emigrated in 1791. He came back in France during the Consulate and he died a few time later.
文摘Every developing country has to meet the challenge of overcoming a condition of subalterrnity. After the victory of the Revolution in 1959, Cuba tackled this challenge in a very original way, prioritizing the development of scientific and technical know-how and of an advanced scientific system. Moreover, it pursued this goal with an extremely open attitude, using characteristic Cuban resourcefulness while at the same time taking advantage of every possible support and collaboration. While the country was increasingly integrated into the Soviet system and the Council for Mutual Economic Assistance （COMECON）, and therefore benefited from a close collaboration with the Soviet Union and the Eastern European countries＇ higher education and scientific systems, nevertheless it constantly sought collaboration with scientists and institutions in other countries as well, in particular in the Western world. The most meaningful instance of this collaboration is the development since the 1980s of an advanced biotechnological and biomedical system, which was created independently by the Soviet Union. Quite remarkably, when the socialist system collapsed, though Cuba faced a critical situation, the strategic choice was made not to cut support to this scientific sector, but rather to reinforce it. At present Cuba produces and exports advanced and in some cases unique vaccines and drugs, and this sector ranks as third in the country＇s source of current hard currency.
文摘The study of Pedagogical Content Knowledge(PCK),has been closely connected with three research paradigms(teacher behaviours,teacher thinking and teacher knowledge) over past decades.This paper first reviews several diagrams of PCK's components and various models proposed by Shulman(1986,1987),Grossman(1990,1995),Turner-Bisset(1999,2001).Then it conceptualizes a framework of six-component PCK on the basis of analytical discussion being conducted in the study.Since PCK reflects an integration of several fundamental elements of teacher knowledge held by expert teachers,it should serve as one of the knowledge bases for developing foreign language teacher education programmes.
基金Supported by "Twelve-five" Scientific Research Study on Education from Chinese Academy of Higher Education(No.11YB032)by Scientific Research Study on Education from Sichuan Academy of Higher Education(No.11SC-007)by Key research project on teaching reform from Chengdu University of Traditional Chinese Medicine(No.JGZD201001)
文摘OBJECTIVE:To assess the effect of case-based learning(CBL)in the education of Traditional Chinese Medicine(TCM).METHODS:The studies concerning TCM courses designed with CBL were included by searching the databases of EBSCO,Pubmed,Science Citation Index,China National Knowledge Infrastructure,Chongqing VIP database.The valid data was extracted in accordance with the included criteria.The quality of the studies was assessed with Gemma Flores-Masteo.RESULTS:A total of 22 articles were retrieved that met the selection criteria:one was of high quality;two were of low quality;the rest were categorized as moderate quality.The majority of the studiesdemonstrated the better effect produced by CBL,while a few studies showed no difference,compared with the didactic format.All included studies confirmed the favorable effect on learners'attitude,skills and ability.CONCLUSION:CBL showed the desirable results in achieving the goal of learning.Compared to didactic approach,it played a more active role in promoting students'competency.Since the quality of the articles on which the study was based was not so high,the findings still need further research to become substantiated.
