Commuting Space of Primary and Secondary Schools in the Context of Child Friendly Cities:A Case Study of Bajiao Street of Shijingshan District

With the continuous promotion of the construction of child friendly cities,the school commuting space is an important component of the construction of child friendly roads.Based on the background of child friendly cities,the commuting space of 11 primary and secondary schools in Bajiao Street is analyzed through literature analysis and field research methods.Firstly,the relevant literature on school commuting space is sorted out,and the characteristics of school commuting space are summarized,including transportation,landscape,culture,leisure,and security.Secondly,the characteristics of commuting space of primary and secondary schools in Bajiao Street are analyzed from three aspects:in front of the school gate,path space,and node space.This paper aims to provide reference and guidance for the future construction of children’s walking school commuting and promote the construction of a child friendly city.

Summary Report of the Sample Survey on School Attendance in Project Counties of Guizhou

In ordcr to asscss the school attendance status of children aged 7-14 to determine the causes of non-at-tendance,and to formulate appropriate policics for the implementation of the ninc-ycar compulsory cduca-tion programme,a sample survcy on school--agc:children was carried out in Jianhc,Lcishan and Taijang,Guizhou Province in October 1993.

The Philosophy of Social Segregation in Israel＇s Democratic Schools

Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates--Martin Buber, Emmanuel Levinas---together with Paulo Freire＇s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings＇s pedagogy of care and concern, and even Gadamer＇s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are--agents of commodification that undermine democracy rather than enhance it.

The Curriculum Problem Is the Basis of Model School Construction

This thesis makes vocational school demonstration project as a starting point. It is a combination of the last ten years of literature on model school building. From the perspective of the audience, it is combing the characteristics of the project due to the inherent requirements of the decision-making level, which is leading to its subordinate business operating space that has very limited level and then free the needs of the audience. It believes that if it relaxes contemplation perspective, consolidates construction of the curriculum, or it is a prime choice related to project management.

American High School Life

High School In America, after middle school comes high school, which includes grades 9 through 12. Students are required to take certain subjects like English, social studies, math, science, and physical education. In addition, they choose among elective subjects to complete their high school education. Electives include subjects in technology, music, art, and foreign languages.

Comparison of Energy Consumption of the 12 Classroom Typical School Buildings in Selected 4 City in Turkey

School is a special place where students come together to become productive individuals of society,acquire basic skills and acquire citizenship knowledge.With the introduction of the new education system(4+4+4)in Turkey in 2012-2013,some difficulties occurred in the spatial structure of the schools.After the new system,increasing number of students and decreasing student requirements have been tried to be solved with temporary solutions.At the same time that millions of students studying in primary schools all over Turkey have the same architectural feature as one type of architectural school project,regardless of the geographical and social situation began to be implemented in all parts of the city.Therefore,the increase in consumption varies depending on the geographical reasons where the type projects are implemented.Selected regions of the four thermal zones in Turkey for this research are provided below:1^st Thermal district in Antalya;2^nd Thermal district in Bursa;3^rd Thermal district in Elaz??;4^th Thermal district in Kars.The calculation of the energy consumption created by the above cities by means of BEP-TR program and comparing classes.

50 YEARS OF CENTRAL GOVERNMENT Aid to Tibet(Ⅳ)——62 Aid Projects

In July 1994,the CPC Central Committee and the State Council held theThird National Conference on Work in Tibet.During the conference, JiangZemin,General Party Secretary and State President,said that showing carefor,and providing aid to Tibet constituted the consistent policy of the Partyand the State,and the bounden duty of peoples of all ethnic groups in the country.

基于计算思维的高中信息技术项目教学模式研究

计算思维作为《普通高中信息技术课程标准(2017年版2020年修订)》提出的四大核心素养之中枢,在当今已被提升到全民素养的高度。项目教学是“新课标”倡导的学习方式,开展基于计算思维的项目教学模式实践,对提升学生信息素养和实现学科价值有着重要意义。研究认为,基于计算思维的项目教学模式需以横向“项目主线”为教学流程,运用计算思维基本方法,在纵向“教学主线”下开展实践,包括确定项目需求,发现生活中的实际问题;抽象分解建模,界定问题生成活动任务;分组协作探究,寻找并实施自动化方案;总结反思评价,实现求解方案拓展迁移等环节。

Ride to School

I think going to school by bike is good for us.First of all,riding to school is a wonderful way to exercise and it’s good for our health.Second,it’s fun to ride together with friends every day.What’s more,if we ride bikes,our parents won’t have to drive us to school.There will be fewer cars on the roads.Less driving helps to make our city cleaner.I

小学语文革命文化内容的项目式教学:价值及其实现

小学语文统编教材中革命文化内容育人价值的实现需要发挥好教学的转化生成作用,项目式教学为此提供了新视角。在革命文化内容中探索项目式教学,有助于激发学生学习动机,强化学生情感认同,培育学生行为自觉以及促成学生深度参与。研究认为,革命文化项目式教学的构建理路在于:聚焦核心概念,确定革命教育适切目标;关联社会生活,创设革命教育生动情境;衍生系列任务,设计驱动任务趣味育人;基于深度理解,实现育人动能相互补益;展示项目成果,促进学生多元主体互动;搭建评价框架,凸显以评育人协同价值。

基于开放式校企合作平台的项目贯穿式教学模式研究

针对项目式教学实施过程中学生参与率低、与企业实践脱节、项目参与不深入等问题,构建符合项目式教学活动中各利益相关者需求的开放式校企合作平台和项目(需求)库。在此基础上,以项目为主线,将项目式教学贯穿至“创新通识课“”技术基础实践课“”创新方法专业课“”科技创新竞赛“”五位一体式项目研讨”及“毕业设计”等各教学环节,形成基于开放式校企合作平台的项目贯穿式教学模式,深化工程教育改革成效。

基于C-STEM校本课程的初中化学项目式教学中核心素养的培育路径

开发校本课程,有利于构建适合学校发展的课程教学体系,培养学生的科学思维、探究能力和创新意识。基于核心素养的初中化学校本课程建设目标,应有助于学生形成良好的素质能力。依托学校优势和学生的实际需求,科学设计课程内容,明确课程开发顺序,重视综合实践活动,开发创新作业任务,构建多元评价体系,是基于C-STEM校本课程的初中化学项目式教学核心素养培育的有效路径。

中职学校“三师型”教师专业发展的创新实践

中职“三师型”教师的内涵包括课堂教学能力强的“教师”、技术应用能力高的“技师”和班级管理能力优的“导师”。针对目前中职学校教师专业发展存在的顶层设计不完善、复合型职业能力有欠缺、考核评价机制不衔接、校企协同资源利用不到位等问题,通过完善教师发展顶层设计,明确了中职学校“三师型”教师发展目标和培育体系;通过搭建“三三三”平台,促进了中职学校“三师型”教师职业能力统筹联动发展;通过“三驼工程”贯通培育,优化了中职学校“三师型”教师职业生涯发展和考评方式;通过实施“教育链+产业链”校企职教联盟运行模式,实现了中职学校“三师型”教师专业发展的机制融通。

项目化学习赋能大中小学思政课实践教学一体化路径探究

在大中小学思政课一体化视域下,项目化学习赋能大中小学思政课实践教学一体化符合理论逻辑、价值逻辑和实践逻辑,有助于思政课的内涵式发展。从“同题异构”的角度,搭建大中小学思政课实践教学一体化的项目化学习框架,坚持“一主线、二统筹、三互动”的教学实践路径,推进大中小学思政课实践教学一体化的路径探究。

中职工业机器人技术应用专业项目化教学模式探究

针对目前中职工业机器人技术专业教学存在的实训设备工位数不足、理论与实践脱节、学生学习主动性不强等诸多难题,结合当下企业对工业机器人综合应用人才的具体需求,提出聚沙式“1156”项目化教学模式,从提升学生的学习兴趣着手,提升了课堂教学成效。

小学数学项目式学习:开发·设计·反思——以“平均配速中的数学问题”为例

《义务教育数学课程标准(2022年版)》提出:以跨学科主题学习为主,适当采用主题式学习和项目式学习的方式,设计情境真实、较为复杂的问题.项目式学习与核心素养立意、综合与实践领域强调的“跨学科”呈贯连特征,饱具探求空间.研究基于跨学科与素养导向等理念,开发并设计了一项小学数学项目式学习活动——“平均配速中的数学问题”,期望为小学数学教师的项目活动开发提供一定参考.具体包括:制定主题与目标、布置准备性作业、问题情境导入、设计实践活动、多学科融合学习、总结与评价等环节.对该项目活动的反思与建议有:(1)设计上,项目主题应明确、依托此学段学生的认知规律,具有应用与拓展的价值;(2)实施中,充分预设项目在课堂实施中易出现的问题,从而优化项目设计,主张项目的弹性实施;(3)整体上师生分别应提升学科知识共建力度以及形成数学眼光.

学科核心素养导向下高中英语项目化学习的价值意蕴与实践路径

学科核心素养导向下的高中英语项目化学习可以帮助学生建构核心知识体系,涵养文化品格,提升思维能力,实现学习能力进阶。在开展学科核心素养导向下的高中英语项目化学习时,教师要以项目为依托创设情境,以核心素养为导向制订项目化学习目标;进行项目设计,实现学科核心素养的发展;借助多种评价方式,实现教、学、评一体化。

从理想到行动:项目化学习的校本化实施路径

项目化学习是促进学生核心素养和面向未来心智结构养成的重要方式,不少学校已展开项目化学习的校本尝试,但尚存在一些实施困境,导致对项目化学习出现了“热捧”或“冷遇”现象。把握“好的项目”具备的关键特征,逐一突破现存的真问题,可以加快推进项目化学习的校本化实施。因此,从项目化学习的学习起点、具身体验、认知形成、认知结果方面深入剖析项目化学习的理想形态,依据项目化学习的现实困境架构指导项目化学习校本化实施的三个层次,并基于此提出“三层次六要义”的实践模型,以期为项目化学习的高质量实施提供理论指导,促进教学的真正变革。

从原型到再适应:教育扶贫校园建筑设计策略——思源实验学校系列建设工程

思源实验学校是我国教育扶贫而开发的教育建筑系列建设工程,自2007年至2018年间,在17个省的贫困县设计并建造共222座公立学校。揭示该系列工程的设计智慧,为我国后扶贫时代下教育工程建设的全面推进提供历史经验与策略参考。对思源实验学校系列工程设计过程的工作机制、迭代策略和实施结果进行全面解析。该系列工程通过原型的设计指导,配合地方政府与设计院的适应性再设计,实现了其顶层控制与落地性建设。基于原型的再适应设计策略,可解决教育扶贫建设工程对速度与质量的双重需求。

防治校园欺凌:澳大利亚“友好校园”计划及其启示

校园欺凌是世界范围内比较普遍的一种现象。澳大利亚推出为期3年的“友好校园”计划,通过建立友好校园组织、提供教学材料和培训、加强家校衔接,为预防校园欺凌提供了一套有价值的理论体系与行动框架,有效地预防并减少了校园欺凌现象的发生。澳大利亚“友好校园”计划及其实施经验,对我国更好地防治校园欺凌具有重要的参考价值。