1,722,003 research outputs found
Several Issues on “Ke-Cheng Si-Zheng”
No full textAn education and teaching reform called “Ke-Cheng Si-Zheng” is rising and booming in Chinese higher education to incorporate ideological & political education into all courses. “Ke-Cheng” means courses, “Si-Zheng” means ideological & political education. “Ke-Cheng Si-Zheng” means that, all courses shall carry ideological & political education, and ideological & political education shall be embodied in all courses. The reform aims at establishing a comprehensive three-dimensional system of ideological & political education with all staff, whole process and all courses involved in. “Si-Zheng Ke-Cheng” (meaning ideological & political theoretical courses) carries out explicit ideological & political education using clear-cut instruction, while other courses carry out implicit ideological & political education in the form of recessive penetration to embody, digest and sublimate what the former has done. All kinds of courses shall go in the same direction as the “Si-Zheng Ke-Cheng” concerning ideological & political education, and a synergistic effect shall be realized. This paper discusses on the connotation of “Ke-Cheng Si-Zheng”, the relationship between “Si-Zheng Ke-Cheng” and “Ke-Cheng Si-Zheng”, and several issues for keeping the right direction of “Ke-Cheng Si-Zheng” reform
Il museo della ceramica Liu Ke Cheng
No full textIl Museo della Ceramica a Fule, è un edificio non recente perché realizzato nel 2004, ma che offre l’occasione di affrontare l’importante lavoro che l’architetto Liu Ke Cheng (classe 1961)
porta avanti da alcuni anni sia nella scuola di Architettura, che dirige, alla Xi’an University of Architecture and Technology (XAUAT), che in qualità di Direttore della UIA Committee on Architectural Heritage in Region IV (per l’Asia e l’Oceania) e, non da ultimo, nella sua intensa attività professionale.The Museum of Ceramic at Fule is a recent building because it was built in 2004 but offers the opportunity to face the important work that architect Liu Ke Cheng (1961 class)
She has been in the Architecture School for several years at Xi'an University of Architecture and Technology (XAUAT) and as Director of the UIA Committee on Architectural Heritage in Region IV (for Asia and Oceania ) and, last but not least, in its intense professional activity
Ke Cheng y curriculum: un análisis del concepto occidental y oriental de currículo y su influencia en el desarrollo de la educación inclusiva
No full textThe curriculum is configured from a Western conception, which ontologically has been characterized by individuality, competition, the idea of progress and a particular way of organizing the world. However, the Western in the curriculum does not allow observing other ways of understanding the phenomenon, so it is relevant to observe other visions. In this sense, through a theoretical reflection and bibliographical review, relevant elements that broaden the way of understanding the curriculum are presented in the ke cheng. For this reason, throughout this essay the definitions of curriculum will be analyzed to contrast them with the ke cheng, with the purpose of observing points of convergence with educational inclusion. It has been observed that there is no point of convergence between ke cheng, curriculum and inclusion, since while in one inclusion is an ontological part of the term, in the other it has been reactive to social and educational needs.El currículum se configura desde una concepción occidental, que ontológicamente se ha caracterizado por la individualidad, la competencia, la idea de progreso y una forma particular de organizar el mundo. Sin embargo, lo occidental en el currículum no permite observar otras formas de entender el fenómeno, por lo que es relevante observar otras visiones. En este sentido, por medio de una reflexión teórica y revisión bibliográfica, se presentan en el ke cheng elementos relevantes que amplían la manera de entender el currículum. Por este motivo, a lo largo de este ensayo se analizarán las definiciones de currículum para contraponerlas con el ke cheng, con el propósito de observar puntos de convergencia con la inclusión educativa. Se ha observado que no existe un punto de convergencia entre ke cheng, curriculum e inclusión, ya que mientras en uno la inclusión es parte ontológica del término, el otro ha sido reactivo a las necesidades sociales y educativas
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