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简介：GentlemanculturewasoraintedfromBritain.Thisculturegraduallyhasinfluencedoneducation.Nowdays,gentlemaneducationisthemostexcellentanduniquesoulofmostBritishpublicschool.Gentlemaneducationfocusesonstudents'ethicsandetiquette.WhileChineseschoolsandeducationsystemhaveignoredanddespisedetiquetteeducation,andChinesecitizenshavebeenlackofsocialethicsandetiquetteawarness,gentlemaneducationwillbeanexcellentmodelandexampleforChineseetiquetteeducation.ThispapermakesathoroughstudyoftheBritishgentlemaneducation,andthedifferencesbetweengentlemaneducationandChinesetraditionaleducationoftheirattitudeandeducationmethodonetiquetteeducation,andpointsoutitsinspirationtoouretiquetteeducationforallarounddevelopment.

简介：在法文教育文献中,不时会遇到两个词,即'educationnon-formelle'和'educationinformelle',与此相对应的英文是:'informaleducation'和'non-formaleducation'。它们经常都被译为非正规教育。《英汉教育词汇》(教育科学出版社,1982年版)便是一例。在该书中,'informaleducation'被译为非正规教育(参见第92页),'non-formaleducation'一词虽未专门列目,但已把'non-formaleducationdevelopmentcenter'译为非正规教育发展中心(参见第119页),因而这两个词的译名实际上未加以区别。

简介：学校是我们获得知识的地方。那你知道西方国家的课堂教学是怎么开展的，跟我们平时的学习生活又有什么区别呢？

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简介：美国《时代》周刊驻派北京的记者SusanJakes拥有一个很中国化的名字“翟淑珍”。21岁时,她在美国上过中文学校,1997、1998两年间,年轻的Susan还在北京和哈尔滨学习过中文。如今,她已经在《时代》周刊北京分社工作了3年。下文讲述了Susan学习中文的经历,学习中文对她而言,永远都是一个“进行时”(ongoingpursuit)。

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简介：Rick,freshoutofaccountingschool,wenttoaninterviewforagoodpayingjob.Thecompanybossaskedvariousquestionsabouthimandhiseducation,butthenaskedhim,"Whatisthreetimesseven?"

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简介：在古代中国，政府的教育和选拔人才的方法和现在可是大相径庭的。同学们想知道几千年以来人们如何接受教育，学生通过什么方式谋取功名吗？下面就让我们一起“穿越”到远古的岁月，体验中国古代学子学习、出仕的方法吧!

简介：<正>Theeducationhasasignificantimpactnotonlyonindividualsbutalsoonthenation.Therearetwotypesofeducation,oneisstudent-central,andtheotherkeepsawatchfuleyeonthemarks.Whichoneisbetteronearth?Thefollowingismyviewpoint.

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简介：Lawyerasaprofession;Theprocessoflegaleducation;Educationalinstitutes;ThemodernUkrainianlegalscienceandeducation;Themostfamousscholars.

简介：Fromlastyearon,afewnewsmediainJapanhavereportedthatChinahasbegananti-Japaneseeducationamongtheyoungpeoplesincethemiddleof1990s.Thisbiasedviewdoesnotreflectthefact,forChinahasneverconductedtheso-called“anti-Japaneseeducation”TheeducationconductedinChinanowistopromotepatriotismratherthaninstigateanti-Japanesesentiment.DuringmycontactswithJapanesefriendsIhavefoundthatlotsofJapanesearenotfamiliarwithwhatChina'spatrioticeducationisabout.Ihopethisarticlecanpresentreaderswithanobjectivepicture.

简介：Background：Physicaleducation（PE）isakeychannelthatimpactschildren＇sdecisionsandbehaviorsforhealthfulliving.Thisstudyevaluatedtheeffectsofaconcept-basedPE（CBPE）instructionalunit,featuredbyenergybalance（EB）education,onstudents＇knowledgelearning,situationalinterest,cognitive,andphysicalengagementsaswellasteachers＇perceptions.Methods：Fourthand5thgradestudents（n=468）inamid-westernstateoftheUnitedStateswererecruitedastheparticipants.FourelementaryschoolswererandomizedtotheCBPEorcontrolgroups.Students＇EBknowledge,situationalinterest,cognitiveengagement,andphysicalengagementweremeasuredbyaknowledgetest,theSituationalInterestScale—Elementary,writtentasksheets,andaccelerometers,respectively,whileteachers＇perceptionsoftheCBPEunitwerecapturedbyindividualinterviewsattheendoftheexperiment.Results：TheCBPEgroupshowedasignificantincreaseinEBknowledge,whilethecontroldidnot.Bothgroupsshowedasimilarincreasingtrendforsituationalinterestovertime,althoughthestatisticalresultsfavoredthecontrolgroup.Forphysicalengagement,theCBPEgroupdemonstratedastatisticallydifferentbutsubstantivelysimilarlevelofin-classphysicalactivitycomparedtothecontrolgroup.TheCBPEgroupalsoshowedamoderatelevelofcognitiveengagementthroughouttheunit.ThePEteachersreportedoverallpositiveperceptionsaboutteachingtheCBPEunit.Conclusion：TheseresultssupporttheutilityoftheCBPEunitinenhancingEBeducationalongwithfacilitatingpositivestudentinterestandengagementaswellaspositiveteachingexperiences.

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