This paper presents initial findings on a current approach in public policy to promote green technology diffusion using innovative policy measures, through the case of the electric motor upgrading project (EMUP), and examines the degree of success of local governments in their effort to encourage the adoption of high efficiency motors (HEMs). The barriers to green technology diffusion are explored to showcase the challenges faced by local implementer. This research demonstrates the successes of various regions with an emphasis on Dongguan City, which has enjoyed great success using subsidies and financial tools to promote the use of energy performance contracts as an innovative financing mode. Finally, this article analyzes the methods and outcomes of the EMUP, thus far, in order to explain the reasons behind the success of this initial phase of implementation. Further research will be needed to monitor the progress of this initiative. This article summarizes the policy system and the new model will help to promote the development of energy conservation and environmental protection industry in the strategic emerging industries.

自2006年9月以来,受国务院学位办和清华大学的委托,我们进行了三次较大规模的研究生特别是博士生教育质量调查,结果表明,我国研究生教育质量方面存在的首要问题是创新能力尤其是原创能力较差.其表现为:创新意识差、参与创新研究机会少、有影响的创新成果少.究其原因,主要在于:首先是体制和机制的原因,既有政府宏观管理的错位问题,也有学校内部的培养制度原因;其次.我国研究生教育的支撑环境较差,博士生导师队伍素质还有很大的提升空间,同时,我们的政府投入还很不到位,经费支出结构也很不舍理;再者,研究生自身的因素也不可忽略.文章最后针对我国研究生创新能力差及其原因等提出了一些建议.

选取美国、英国、日本、韩国、俄罗斯、印度、巴西、中国内地和台湾为研究样本,着重分析二战以来各国(地区)研究生教育层次结构和科类结构变化趋势。通过国际比较,指出在层次结构方面,未来中国研究生教育层次结构的增长空间主要是硕士生教育;在科类结构方面,硕士生教育应当以满足市场高层次人力需求为主要发展趋向,博士生教育应当在满足教育与科研发展的人力需求的基础上,逐步尝试开展应用性学科博士教育的探索。

With the constant changes of the research environment,the Anglo-American historiography of education has experienced three major transformations in the 20th century,from the Whig historiography to the social historiography,and then to the cultural historiography of education.These research-oriented transformations,as the result of the educational historians’ positive and timely adaptation,promoted constantly the innovation of the educational historiography in Britain and the United States.It is meaningful for us to study scientifically the development of the Anglo-American historiography of education in the past century,for promoting the innovation of China’s educational historiography in the 21st century.

选取美国、英国、日本、韩国、俄罗斯、印度、巴西、中国八个国家作为研究样本,着重分析了二战以来各国研究生教育规模的增量与增速变化趋势及其成因。认为从国际比较来看,未来我国研究生教育规模特别是硕士生规模仍然存在巨大的增长空间;同时,随着我国研究生教育逐渐步入成熟发展阶段,为确保研究生教育的可持续发展,研究生教育规模增长模式应逐步从政策主导型转向与社会、经济发展相适应,反映研究生教育自身发展规律的增长模式。

The name of the medieval universities had undergone a long way from studium to studium generale, and finally we had universitas. It is the natural development of the university in the Middle Ages; moreover, it indicates the process of the scholars and students' struggles for academic freedom. Due to these struggles, the medieval universities established their relatively astronomical place between the Roman Church and the feudal hierarchy, which great power in the Christendom. The scholastic body with these astronomical spirits represents the true meaning of university as an academic system. Thus in the later Middle Ages the term universitas arose practically to denote this academic freedom.

农村中小学教师是我国教师队伍的重要力量,在农村普及九年义务教育、扫除青壮年文盲、提高全民族科学文化素质的工作中,发挥着基础性与关键性的作用.加强和改进农村教师队伍建设对于实现农村教育的可持续发展,加快农村全面建设小康社会的步伐具有深远意义.

This essay is a systematic analysis of the conditions of rural women teachers in Guangxi,Fujian,Hubei,jiangsu,Jirin and Gansu on the basis of the data from an investigation by questionnaire conducted in these six regions.The essay concludes that a large contingent of women teachers,have become the most dynamic group in rural elementary education.In view of the existing problems pertaining to women teachers' development,the essay puts forth a sequence of suggestions concerning the assignment of women teachers to work in remote and poverty-stricken areas,the on-the-job training and promotion of women teachers,and the training and appointment of female school principals.

20世纪初期,外国教育史学科在我国基本上处于萌芽阶段.外国教育史课程逐渐从教育史课程中独立出来,并开始在师范学校开设,从事外国教育史著迷翻译和教学的人员开始出现,外国教育史教科书开始被大量编译出版.

20世纪80、90年代,中国比较教育研究主题发生了如下变化:就区域研究而言,已经迈出多元化的步伐,更多的发展中国家进入比较教育的研究视野;就问题研究而言,80年代较多关注基础教育,90年代则较多涉及高等教育;对于自身学科建设的关注也逐渐增强.