Relationship between the curriculum system and the understanding of nutritional terms in elementary school children

To clarify the relation between the curriculum system and the understanding of nutrition terms, 944 students aged 8–12 years living in Japan, the USA and the UK, were asked about the recognition, medium for recognition, and understanding of nutrition terms. The effect of nutrition education from an early stage in elementary schools in the UK and the USA was confirmed. These results suggest the possibility of beginning nutrition education earlier in the elementary school in Japan. American students had paid attention to food labels. These results showed that a learning and teaching strategy founded on comprehensively based subjects in the USA had influenced good behaviour for dietary life. On the other hand, there was not a relationship between an understanding of nutrition terms and a developmental stage. Many students in three countries were influenced by television commercials to buy candy or soda. We think that it is important to develop a curriculum that includes practical learning and ensures hours of teaching for the purpose of acquirement of nutritional knowledge. It is also necessary to encourage critical thinking skills to evaluate television commercial messages through school lessons.     

苏北农村小学教育发展问题剖析

苏北农村小学发展在取得可喜成绩的同时,也存在着亟待解决的问题。这些问题需要政府高度重视,也需全民支持。     

复变函数课程的对比教学法研究

复变函数主要研究复数域上的函数,是高等数学课程的延伸。本文阐述了复变函数和高等数学在理论体系上的异同,并强调其差异性。在复变函数的授课中,采用对比教学法,以加深学生对知识的理解,提高分析和解决问题的能力。     

军校学员管理方法探析

针对新形势下军校学员的管理问题,文章提出一种刚性管理和柔性管理相结合的管理方法,从而实现学员队以人为本的管理,为学员的全面发展和成长创造良好的外部环境,促进院校人才管理目标的实现。     

试论我国旅游业周期波动的复杂性和不规律性——兼与匡林先生商榷

我国近20年来旅游业的发展波动是政府直接干预和政策诱导的结果.这种波动与市场经济制度条件下的商业周期不可同日而语,简单套用研究市场经济中经济周期的方法无助于客观科学地认识我国旅游业的运行特点和机理.事实上,我国旅游业的发展具有明显的经济转轨期的过渡性特征.旅游业的市场波动也非经济因素所致,因而是不可逆的,不具有周而复始规律性的.     

Comparison of attitudes towards school lunch by elementary school children in Japan,Korea and Thailand

The attitudes of elementary school children towards school lunch among three Asian countries, namely Japan, Korea and Thailand, were compared. More school children in Japan felt that their teachers gave them advice during the school lunch programme. Japanese and Korean teachers advised their children to eat as much as possible of the lunch. Korean children may be a little more obedient with regard to heeding the advice. However, few teachers in Thailand gave the children advice over eating lunch, and the Thai children looked forward to and enjoyed the school lunch. The different responses between Thailand and other two countries may be attributed in part to the differences in the teachers' instruction in the programme. Elementary school teachers, especially in Thailand and Korea, have to take more classes in food and nutrition in universities or colleges, and positively take part in the school lunch programme.     

新课程实施背景下的教师教育改革

任何既有事物的改革都根植于广阔的社会背景和自身的逻辑发展之中。基础教育的课程改革亦未能例外。这次基础教育的课程改革幅度之大、影响之深超出了以往对教师的观念、功能、素质的挑战。这就要求教师教育必须以教师专业化为目标 ,实现职前职后教育一体化 ,构建以定向型培养为主体、向开放型培养拓展的教师教育培养模式 ,以校为本进行培训 ,从容应对课程改革的挑战。     

重庆基础教育发展城乡差距的经济根源及其对策刍议

重庆的社会经济和教育事业在直辖以来获得了飞速的发展,但重庆的基础教育发展在农村和城市之间尚存在明显差距,究其根本原因在于经济发展的不平衡,"大城市+大农村"的二元格局还比较明显。本文通过对重庆二元经济结构的分析,谈谈导致重庆基础教育城乡发展差距明显的经济根源并提出了解决对策,以期对推动重庆基础教育的城乡一体化进程、促进重庆经济社会实现更好更快和可持续发展能有所参考。     

中国区域基础教育资源配置均等化的影响因素分析

教育公平是我国当前关注的热点。在界定区域基础教育资源配置均等化内涵的基础上,从宏观经济、教育政策、社会需求和教育制度等四方面分析影响我国区域基础教育资源配置均等化的因素并构建影响因素分析的理论模型,进而以我国2009年31省市为对象分别就四个影响因素对我国基础教育人力资源、物质资源和资金资源配置的作用进行多元线性回归分析统计检验,得出宏观经济和社会需求是影响我国区域基础教育资源配置均等化的关键因素,而教育政策与教育制度的影响较小的重要结论。     

A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools

Concerns about consumers’ ability to manage their finances have triggered a range of proposals, including interventions aimed at elementary school students. The goal of these approaches is to improve lifelong economic decision making, but the evidence supporting their efficacy is thin. In this article, the authors discuss the trend toward elementary financial education and propose a framework for developing evidence-based programs. They emphasize the need for understanding the underlying mechanisms that facilitate the translation of student knowledge into the ability to make sound economic decisions over the life course. The framework illustrates the importance of articulating the intended mechanisms and effects of education programs. This focus on mechanisms will not only facilitate the evaluation of individual programs, but also the synthesis of evidence across interventions.