Guangxi University for Nationalities
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A Preliminary Study on College Curriculum Measurement
No full text大学课程总是以某种数量、质量和序量而存在,集中表征为一定数量、质量和序量的"高深知识集合体"。其中,大学课程数量是高深知识单元或单位量的多少问题;大学课程质量是高深知识对社会发展需要、学科发展需要或个体发展需要的满足程度问题;大学课程序量是高深知识或大学课程信息的内涵与结构是否有序问题。数量、质量和序量是大学课程的"一体三面",三者相互作用共塑大学课程的规定性。大学课程计量是大学课程管理的基础,而大学课程的数量、质量、序量及其表达,又是大学课程计量的基石。A college curriculum is always developed based on quantity, quality and sequence, and is represented as combination of "advanced knowledge" of a certain quantity, quality and sequence. Quantity, quality and sequence are the three aspects of a college curriculum, which interact with each other to mould the specification of a college curriculum. College curriculum measurement is the foundation of college curriculum management, while the quantity, quality, sequence and its expression of a college curriculum is the cornerstone of college curriculum measurement. The creation, organization, implementation and evaluation of a college curriculum are always based on the standards of quantity, quality and sequence, and the value and significance of a college curriculum are always defined by the quantity, quality and reasonability of sequence. Generally speaking, courses of a college curriculum is a network with types and levels. Different types and levels of courses of a curriculum are in different curriculum ecological niches, and they are intrinsically related to each other. Quantity, quality and sequence problems of different types and levels are evolved accordingly.To understand and express the quantity of a college curriculum scientifically and accurately, we must solve two basic problems: The first is to make scientific and reasonable stratification of college courses; the second is to find the minimum unit of the college curriculum. A college curriculum can be divided into periods, courses, group courses, and domain courses from low to high. The "lesson point" is the "atom" of a college curriculum, and it is also the minimum unit of the college curriculum measurement. Moreover, it is the meta-category of college curriculum and the teaching theory. The "lesson point" contains time, space, information (content) , character and other elements, the interaction of the elements causes phase change of curriculum. It can be inferred that the influence of school education transforms into the development of students, which is the result of the combined action of time flow, space flow, information flow and character flow. Quality is the sum of the characteristics that the entity satisfies the capacity of explicit or implied needs. Among the three quality concepts of social satisfaction, subject satisfaction and student satisfaction, student recognition and student development are the most important. Curriculum quality is realized by teachers' teaching and students' learning, that is, teaching is the fundamental guarantee of curriculum quality, and the quality of college teaching is the quality of classroom teaching. The quality of classroom teaching depends on the quality of course understanding, the quality of course presentation, the quality of teacher's training, the quality of interaction between "teaching" and "learning", and the quality of student's experience.The sequence of college curriculum mainly refers to the degree of good sequencing of college course content. College curriculum management should follow the law of the development and the interaction of college course content, optimize the structure of college curriculum, promote the interaction between college course content, and trigger the increase in the degree of ordering of university course content or the rising of sequencing of college curriculum so as to make college curriculum release stronger, more pluralistic educational function to realize the multiplication of college course content.The quantity, quality, sequence and their expression of college curriculum are the cornerstone of college curriculum measurement, and are also the main "grip" and "focus" of college curriculum management. The quantity, quality and sequence of college curriculum are a " interrelated community", and the three are generated and mutually defined, that is, the quantity is always expressed as the quantity of certain quality and sequence, the quality is always expressed as the quality of certain quantity and sequence, and the sequence is always expressed as the sequence of certain quantity and quality国家自然科学基金项目“地方性大学课程质量保障体系研究”(71563004
The Dilemma and Thinking of Border Boarding Schools
No full text对广西边境地区龙州县寄宿制学校的调研发现,边境寄宿制学校建设虽然取得一定的成绩,但仍然面临着硬件设施、师资力量、学生管理等方面的困境,影响其健康可持续发展。因此,政府需加大对边境寄宿制学校的重视和投资力度,合理分担办学成本;适当放宽教师编制,进一步完善师资配比,加强教师培训;充分保障学生的人身安全和心理健康,为学生提供一个舒适安全的寄宿环境。Through the investigation of boarding schools in Longzhou County, Guangxi border area, we found that boarding schools there has made some achievements in construction, but they are still facing dilemmas in many aspects, such as hardware facilities, teachers, student management and so on, which would affect their healthy and sustainable development. Therefore, the government needs to pay more attention to boarding schools in border and increase the investment, share the cost of running a school in a reasonable way; to enlarge the teacher's quotas properly, further balance the ratio of teachers, strengthen the training of teachers; to fully protect the students' personal safety and psychological health, provide a safe and comfortable boarding environment for students.国家社会科学基金项目“西南边境民族地区农村贫困家庭子女贫困再生产的发生归因及其干预研究”(项目编号:17BSH070
英壮复杂述谓结构共时研究
No full text通过对英壮复杂述谓结构的研究发现,这两种语言的表允许结构、致使结构、结果构式等复杂述谓结构既有不同之处,也存在相似之处。词汇功能语法为复杂述谓结构的句法分析提供了理论依据,具有较强解释力。该研究有助于人们了解英壮复杂述谓结构的异同,对少数民族地区的英语教学也有参考借鉴作用。教育部人文社会科学研究青年基金项目(项目编号:13YJC740070
东南亚华语电影中语码转换现象探究——以新加坡和马来西亚电影为例
No full text新加坡和马来西亚作为东南亚多元种族文化国家的代表,其华语电影中的语码转换成为其鲜明的语言交际特色。基于新加坡和马来西亚的多元语言文化状况,本文对其华语电影中语码转换现象从句式结构、类型、主体框架、模因等方面进行了研究。一、引言在多元民族文化地区,运用多种语言交流的现象非常普遍,因此,语码转换成为多种语言文化环境中所特有的语言交际现象。东南亚国家是典型的殖民地文化和多元文化交融地区,其语言交际和文广西民族大学2016年科研项目《语域理论视阈下文学作品中语码转换的分析研究》(项目号:2016MDYB009
The Analysis on the Value System in the Bilingual Education Policies for Language Planning
No full text双语教育政策制定往往会根据"问题观""权利观"和"资源观"这三种语言规划观念而呈现出缩减性沉浸式双语教育、多样性保持式双语教育、添加性双向式双语教育这三种政策选择。基于对美国、印度、新加坡三国双语教育政策价值逻辑分析,提出双语教育政策制定应具有"强调国家核心意识主导""注重多元民族文化整合"和"关注学术认知语境建构"等特征,即以国家文化安全与利益为根本前提,以促进主流文化整合与认同为重要内容,以培养教育者的跨文化理解与创新能力为主要目标。
Based on the three models of problem-means, rights-obligations, and the resource-allocation, there are accordingly three language value logics in the bilingual education policy options, which are the Immersion program, the maintenance bilingual education, and the transitional bilingual education. Through reviewing the value logic systems in the bilingual education policy making in U.S, India and Singapore respectively, this article proposes that the policy makers should focuses on the national identity, the national culture integration and the academic context constructing, which means that the policy making should be conducted on the premium of the national culture security, oriented by the mainstream culture integration and recognition, and cultivating crosscultural perception and the innovation ability as the major goals of teaching educators2016年广西高等教育教学改革项目“‘一带一路’背景下广西高校双语教师教学能力提升机制的研究与实践”(2016JGA183
Study on Guangxi Rural Left-behind Children’s Education Development Strategy
No full text针对广西农村地区留守儿童在生活、学习、心理等方面的问题,基于留守儿童健康成长的需要,主要从五个方面出发,提出解决农村留守儿童相关问题的具体措施。这五个方面分别是加强农村寄宿制学校布局建设,提高农村留守儿童入住率;强化留守儿童家庭教育监护,提升监护人责任意识;建立留守儿童校园关爱机制,注重心理健康辅导;重视留守儿童社会环境影响,加强社区教育保障体系;构建家庭、学校、政府和社会力量相衔接的留守儿童教育服务体系。In view of the problems in life，study and psychology of the left-behind children in Guangxi rural areas，based on the need of the healthy growth of the left-behind children，the article puts forward the concrete strategy of solving the rural“left-behind children”from five aspects.It is to strengthen the layout construction of the ruralboarding school，to raise the occupancy rate of the left-behind children，to strengthen the family responsi⁃bility consciousness of the left-behind children，to clarify the Guardian's education obligation，to establish the campus caremechanism，to pay attention tomentalhealth counseling，to pay attention to the socialenvironmental impactof Theeducation service system of left-behind children connected with thegovernmentand social forces.国家社会科学基金项目“西南边境民族地区农村贫困家庭子女贫困再生产的发生归因及其干预研究”(项目编号:17BSH070