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Combining with the practice of curriculum setting in our primary command vocational education academy at moment, according to the guidance, course and policy of vocational education from headquarters at high level, theory of education target assorting, principle of Thaler, degree theory, category and sequence, means of differentiation and plan are applied comprehensively, and the principle of curriculum setting and curriculum system structure in primary command vocational education academy are pointed out, and the target of vocational education in primary command academy, the principle , contents and methods of curriculum target setting are circumstantiated through investigation and consultation, theoretic analysis and general comparison; the process of curriculum setting in primary command vocational education academy is defined; the curriculum system of vocational education in primary command academy is devised innovatively; with regard to the implementation and optimization of curriculum in military primary command academy, general requirements and basic principles and standards are proposed after pointing out the influencing factors and implementation process.

通过调查咨询、理论分析研究、综合对照比较，结合当前我军初级指挥院校任职教育课程设置的实际，以军委总部关于任职教育的指导思想、方针和政策为政策依据，综合运用了教育目标分类理论、泰勒原理、学历论、范畴与序列、分化与统整等原理和方法，确立了军队初级指挥院校任职教育课程设置的原则；具体设想了适应军队初级指挥院校任职教育的课程体系架构，说明了初级指挥院校任职教育目标与课程目标确立的原则、内容和方法；阐述了初级指挥院校任职教育课程设置的程序；创新提出了初级指挥院校任职教育模块式的课程体系方案，并具体研究提出了合训分流学员的教育内容设置；就军队初级指挥院校任职教育课程实施，分析了影响因素，提出了总体要求，探讨了课程实施过程中主要环节的质量控制。

In the light of the research of the development of Thailand higher education, we can conclude the experiences to the use of reference for our higher educations development. At first, the relationship of higher education's westernizing and higher education's being indigenous is handled very well. Secondly, the dominant function of market is increasing. Thirdly, the imbalance of the higher education, including the imbalance of quantity and quality; the imbalance of the regions and the disjoint of higher education and development of society and economic. Finally , the disjoint of the development of the higher education and the elementary education.

根据对泰国高等教育发展现状的研究，我们可以总结出泰国高等教育发展的经验和存在的问题有：一、西化与本土化的关系处理得很好；二、市场主导作用的增加；三、发展不平衡，具体表现为：数量与质量发展不平衡、地区发展不平衡及与经济发展相脱节；四、高等教育与初等教育发展相脱节。

From the discipline development, the curriculum, the education idea and so on several aspects analyze the art education existence the question, proposed that the lamination surface, has the pointed different education type localization of target, the art education and other discipline reform art education and so on union, art education road and socialized education reform mentalities.

从学科发展、课程设置、教育理念等几方面剖析艺术教育存在的问题，提出分层面的、具有针对性的不同教育类型的目标定位、艺术教育与其他学科的结合、艺术化教育之路与社会化教育等改革艺术教育的改革思路。

Director in college of education and science in Shanghai ,Research center director of senior vocational education's development, researcher; executive member of the council in China's vocational education association and deputy director of scholarship committee; consultant in national joint conference of presidents from senior vocational education and high specialized schools; deputy director in national demonstration senior vocational education's coordination council; China's vocational education 's society and member of expert committee; vice-president of vocational education association in Shanghai, part-time professor in Tianjin university and Shanghai Normal University and so on.

上海市教科院职成教育研究所所长，高职教育发展研究中心主任，研究员；中国职教学会常务理事、学术委员会副主任；全国高职高专校长联席会议顾问；国家示范高职院校建设协作委员会副主任；中华职教社理事、专家委员会委员；上海市职业教育协会副会长；天津大学、上海师范大学等兼职教授。2006年参加温家宝总理主持的国务院职业教育座谈会。

In recent years, the Educational department has released a series of documents, heavy before highly school inspector, bilingual education development, before large quantities of financial funds starts to study, the bilingual education incline, more and more national minority guardians request the child before study the stage to accept the bilingual education.in view of this, the author had near 20 year bilingual education experience's country take one to manage the bilingual kindergarten to conduct the research as the object of study, this article mainly introduced before the domestic and foreign study, bilingual education's research results, from the baby (study interest, in garden use Chinese's frequency), the guardian (effective way which to child bilingual support dynamics, adopted, understood child's way, bilingual manner), the teacher (disposition, use Chinese's condition, Chinese proficiency, bilingual teaching form and ability, basic quality enhanced demand and way) and the kindergarten (the teaching hardware facility provided, the bilingual teachers' raise and training, the bilingual environment, the bilingual teaching material) four aspects elaborate its Red Flag kindergarten bilingual education present situation, with bilingual education mutual influence.

近年来，教育部门出台了一系列文件，高度重视学前双语教育的开展，大批财政资金开始向学前双语教育倾斜，越来越多的少数民族家长要求孩子从学前阶段接受双语教育。鉴于此，笔者以一所拥有近二十年双语教育经验的国办双语幼儿园为研究对象进行研究，本文主要介绍了国内外学前双语教育的研究成果，从幼儿(学习兴趣、在园使用汉语的频率)、家长(对儿童双语的支持力度、采取的有效方式、了解孩子的途径、双语态度)、教师(配置、使用汉语的状况、汉语水平、双语授课形式和能力、基本素质提高的需求和途径)和幼儿园(教学硬件设施配备、双语师资的培养和培训、双语环境、双语教材)四个方面阐述其红旗幼儿园的双语教育现状，与双语教学的相互影响。

The education popularization in recent one hundred years dominately was based on elements such as the exist of the country, intests of the social classes and economy development and so on, but it never considered the equality of education opportunity from the angle of rights and human. After the late 90's of 20th century, people regularly realized that education is the basic human right which needs the guarantee from the government, the end of the education is right the human and the realization of equal education opportunity needs the state-run education and completely free education.

由于未从权利和人的角度思考机会平等，导致一些群体的教育权利实际上未得到保障。90年代中期后，人们逐渐认识到教育是需要国家保障的基本人权、教育的目的就是人自身，机会平等的实现需要国家办学、实行全部免费的义务教育。

In the process of John Blacking's research, he observed on the incline while children were learning complex music as a whole, consequently, it challenged the concept of "the order never made mistake"; and through his observation on the music perform of children in Venda, he made sure the importance of the relationship between body and mental (basically the understanding of music), provided several methods for teachers to develop students' sense of music – the harmonious cooperate of ears, brain and body; through his researching on ethnodanceology and considering the inseparable relation between music and dance, he further proved the methods of education which considering the action and the body reaction as the essential component of music understanding; through his observation of the music of Venda children in his early years, he became interested in the biology basic of music education; and also he advocated that school needed to set up a world music class. In the View of Ethnomusicology, John Blacking made a new recognition of the music education, and it also bring us a reflection question, could our Chinese music education walk out of the traditional view and get some influence or inspiration from his ideas of education?

约翰·布莱金在研究过程中通过对儿童从整体上学习复杂音乐的倾向的观察，从而挑战了"完全正确的程序"的观念；通过对文达儿童音乐表演的观察，确定了身心关系的重要性，提供给教师发展学生音乐性的手段，即使耳、脑和身体的互相融合；通过对舞蹈人类学的研究以及音乐与舞蹈之间不可分割的联系，进一步证明了以动作和肢体反应作为音乐理解主要成分的教育学方法；通过他早期对文达儿童音乐的观察而建立了他对音乐教育生物学研究的基础；以及他对在学校中世界音乐课程设立的倡导等，约翰·布莱金从音乐人类学的视野出发对音乐教育的重新认识，也促使我们思考，是否我们的音乐教育也可以从中国的视野中走出来并受到他的教育思想的启发？

According to the different educational subjects and functions, the author divided the educational purposes into three parts: the ideal of education, the educational principle and the education goals, in order to analyze the different educational aspirations and the mutual relations among them; and further point out that educational spirit reflects the basic interests and values of human activities on education, which constitute the core educational purpose; the fundamental purpose of researching education is to uphold and promote the spirit of education, which is to promote a comprehensive and healthy"life and growth"for the educatee.

笔者根据不同教育主体教育功能的差异将教育目的划分为教育理想、教育宗旨和教育目标等三类，分别剖析其各不相同的教育利益诉求以及彼此之间的相互关系；并进一步指出，教育精神反映了人类对教育活动最基本的利益追求和价值取向，构成了教育目的的基本内核；研究教育目的的根本意义在于坚持和弘扬教育精神，也就是要促进受教育者全面健康的&生活与成长&。

Basing on describing the basic knowledge of school management system of Chinese basic education, this article bring forward some new ideas: first, the author dont simply discuss the theories on school management system of school management system of Chinese basic education from perfect situation, but combining the factual condition of school management system of Chinese basic education; second, the article analysis profoundly the problem of School management system of Chinese basic education; third, after discussing the reform mode of Chinese basic education, the author further advance to change the coverall and unchangeable school management system and set up the school management method, which call integral whole two lines.

本文在梳理我国基础教育办学体制的基础之上，也不乏创新之处：一是对我国基础教育办学体制改革的理论阐释不是简单从理想状况去推理，而是结合我国基础教育体制改革的实际进行了系统地说明；二是对我国基础教育体制改革所面临的问题进行了深层次的分析；三是在对我国基础教育办学体制的几种有益的探索进行剖析的基础上，试图探索对我国基础教育体制改革的模式，提出在改革&包揽封闭&的办学体制，构建&一体二线&的办学框架，并希望对我国基础教育改革有所启示。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

And the bread, which we break, is it not the partaking of the body of the Lord ?

我们所擘开的饼，岂不是共结合于基督的身体吗？

I am familiar with the casual atmosphere in the H'q _p

我对公司中这种放松的氛围感到很熟悉。