hongkongeconomicimpact的简单介绍

本文给大家详细介绍hongkongeconomicimpact和的内容，感兴趣的话记得收藏转发哦。

全文目录：

• 1、hong kong sar 什么意思
• 2、香港嘉禾兆业（集团）投资发展有限公司
• 3、英语阅读文章
• 4、与中国相比，美国有什么地理优势 用英语讲解
• 5、李玲的学术成果
• 6、不好的影响用英语是哪个? 是affect,还是impact,还是?

hong kong sar 什么意思

Hong Kong SAR

n.香港特别行政区;

例句:

1.Increasing Economic Links between the Hong Kong SAR and the Mainland.

香港特别行政区与内地经济的紧密联系。

2.The Hong Kong SAR government is always proactive in promoting the research and development in the community.

香港特区政府向来都以积极进取的态度，在社会进行研究及发展的推广。

3.A Positive Exploring to Enhance Government Productivity On the Enhanced Productivity Program of Hong Kong SAR Government

持续提升政府生产力的积极探索香港特区政府资源增值计划述论

香港嘉禾兆业（集团）投资发展有限公司

香港嘉禾兆业集团重组于2010年，以投融资、房地产开发建设、影视文化产业、商业体收购运营等为一体的多元化、集团化的国际新型企业。

公司总部设于香港，何氏家族为主要控股，在海外区域：新加坡、吉隆坡、曼谷、纽约、旧金山等均有产业分布，在大陆区域：北京、南京、合肥等地均设有分支机构, 集团总资产约合285亿元，现参股控股8余家子公司，房地产开发体系中，以“资源整合、联合开发、优质提升”的快速战略定位，目前已参、收购地产项目价值103亿，土地储备450万m2，拥有逾10多个处于不同开发阶段的地产项目，含：影城建设、高端住宅、别墅、综合体、酒店、产业园等多种业态，形成多元化发展模式，拥有投资、规划、开发建设、商业运营管理等为一体的全程运作系统，现正积极扩张长三角经济区、环渤海经济区。

企业文化理念：

精神----员工利益、股东利益为第一利益，围绕“在不断为股东创造利润的同时，为员工谋取较优越的福利”秉承次宗旨，建立一整套行之有效、极富激励性的团队发展机制；

目标----全球知名品牌企业

创新----制度与理念的创新

企业使命：

谋智、谋人、谋德

薪酬福利：

公司实行固定薪资、浮动薪资和附加薪资相结合的薪酬制度，外求竞争，内求公平，根据职工岗位职责和绩效考核情况适时调整薪酬，力求人才价值得到公平回报。

薪资：基本工资、履约奖励金、绩效奖金

福利：五险一金、带薪年假、法定节假日、过节费、生日礼品及活动、通讯补贴、交通补贴、午餐补贴、驻外补贴等。

嘉禾兆业，值得共同推进的航母！

Hongkong Jiahe trillion industry group restructuring in 2010, to the investment and financing, real estate development and construction, the television cultural industry, business acquisition operation as one of the diversified, group of international new enterprises.

The company is headquartered in Hongkong, the ho family as the main holdings, in overseas area: Singapore, Bangkok, Kuala Lumpur, New York, San Francisco has the distribution industry, in the mainland region: Beijing, Nanjing, and other places have set up branches in Hefei, group total assets of about 28500000000yuan, the equity holding more than 8subsidiary companies, real estate development in the system, in order to" resource integration, joint development, quality improvement" fast strategic positioning, has reference value of 10300000000, buy real estate projects, land reserve4500000 m2, has more than more than 10real estate projects in various stages of development, including: studios construction, high-end residential, villas, hotels, complex, industrial park a variety of formats, a diversified development pattern, with investment, planning, development and construction, business management as one of the full operation of the system, is now actively expanding the Yangtze River Delta Economic Zone, Bohai economic zone.

The concept of corporate culture:

Spirit - the interests of employees, shareholders interests first, around " in the creation of profit for shareholders, for employees to seek the superior welfare" uphold the first purpose, to establish a set of effective, highly stimulating team development mechanism;

The goal ---- the global well-known enterprises

Innovation system and innovation of concept

Enterprise mission:

Seek wisdom, and people, and de

Salary and welfare:

The company fixed salary, wage and salary float additional combined compensation system, and competition, in order to fair, according to staff job responsibilities and performance evaluation timely adjust compensation, talent to get a fair return value.

Salary : basic salary, performance bonus, bonus

Welfare: five social insurance and one housing fund, paid annual leave, statutory holidays, the festivities fee, birthday gifts and activities, communication allowance, allowance, lunch allowance, overseas allowance.

Jiahe trillion industry, worth to jointly promote the aircraft carrier!

香港嘉禾兆业（集团）投资发展有限公司

江苏公司地址：中国南京中山北路A-1号

邮编：210009

电话：0086-25-58608640

传真：0086-25-58608640

邮箱：hongkongjhzy@163.com

香港办事处地址：香港大角咀道63号

HONGKONG JIAHE TRILLION INDUSTRY INVESTMENT AND DEVELOPMENT CO.,LTD

Jiangsu company address: China's Nanjing Zhongshan North Road A-1

Zip code: 210009

Phone: 0086-25-58608640

Fax:0086-25-58608640

E-mail: hongkongjhzy@163.com

Hongkong office address: Hongkong Tai Kok Tsui Road No. 63

英语阅读文章

小学英语英语阅读

(一)

My name is Wang Ling. I‘m a girl. I’m twelve. I’m in Class Three. Grade One, My nother and my father are teachers. Miss Gao is my English teacher. I think she is twenty – five. She is a good teacher. I like her.

( )1.Wang Ling is in Class Two, Grade One.

( )2.Her mother is a teacher.

( )3.Miss Gao is her Chinese teacher.

( )4.Miss Gao is twenty – five.

( )5.Wang Ling isn’t a boy.

(二)

Wu Dong has a good friend. His name is Peter. He is from the U.S.A Wu Dong and Peter are in the same class. They go to school five days a week. They stay at home on Sunday and Saturday. Peter likes China and Chinese food. He likes rice cakes very much. At school they play table tennis (乒乓球)after class.

Wu Dong and Peter likes making things. Now they are making a plane. They like flying planes on Sunday morning. Peter speaks English and a little Chinese. Wu Dong speaks Chinese and a little English. They teach each other. (互相)

（ ）1、Wu Dong has an American friend.

（ ）2、They go to school from Monday to Friday.

（ ）3、They often fly planes after class.

（ ）4、Wu Dong teaches Peter English and Peter teaches Wu Dong Chinese.

（ ）5、Peter often eats rice cakes because he likes eating them.

（三）

阅读短文，判断正误（对的写T, 错的写F）

This is Billy and his brother’s bedroom. It’s not very big, but it is tidy（整洁）.There are two beds in the room. There is a desk between（在……中间）the beds. There are some books on the desk. Some are English books. Some are Chinese books. There is a phone on the desk, too. There are two chairs beside the desk. One is for Billy, and the other（另一把）is for his brother. There is a map of America on the wall. There is a map of the world on the wall, too. Billy and his brother like their bedroom very much.

True or False:

( ) 1. The bedroom is small, and it’s clean.

( ) 2. There are two desks in the bedroom.

( ) 3. There are some Chinese books on the desk.

( ) 4. There are two maps on the wall.

( ) 5. There isn’t a phone in the bedroom.

( ) 6. The chairs are for Billy and his brother.

（四）

阅读短文，判断正误。（对的写T, 错的写F）

We have a two-month holiday every summer. It starts in July and ends in August. During(在…期间) this summer holiday. I went traveling out of Nanjing with Sue. She is my good friend. We went to Shanghai by boat. We had a good time there. My classmates were all at home. They did their homework and watched a lot of TV. They told me they didn’t like traveling.

（ ）1、The summer holiday starts in June and ends in August.

（ ）2、We took a boat to Shanghai.

（ ）3、We had a lot of fun in Shanghai.

（ ）4、My classmates stayed at home.

（ ）5、My classmates like traveling.

（五）

阅读判断正误，正确的在括号内填“T”，否则填“F”

Hi, everyone. Here is the weather report. It’s an interesting day today for weather around the country.

Look! It’s sunny in Beijing, but rainy in Jinan. It’s fine and cloudy in Qingdao. It’s raining in Shanghai. It’s warm in Guangzhou and Fuzhou. It’s cool in Xi’an and Shenyang .It’s cold in Harbin. It’s hot in Shenzhen and Hongkong.

That’s the weather report for today. Thank you for watching.

( )1、The radio is giving the weather report .

( )2、It’s fine in Beijing today.

( )3、You may play volleyball outside in Xi’an.

( )4、You can go to Shanghai today.

( )5、You can go to the park in Fuzhou.

（六）

阅读判断正误，正确的在括号内填“T”，否则填“F”

Mary is an American school girl. She is ten years old. Now she and her parents(父母) are in Shanghai. Her parents teach English in our school. They are very kind. Mary is a good pupil. She is good at math. She is clever. Now she can speak a little Chinese.

( ) 1 Mary is from America.

( ) Her father is a Chinese teacher.

( ) 3 Mary is in Shanghai now.

( ) 4 She isn’t good at math.

( ) 5 Mary can speak a lot of Chinese

（七）

阅读判断正误，正确的在括号内填“T”，否则填“F”

Wu Dong has a good friend. His name is Peter. He is from the U.S.A Wu Dong and Peter are in the same class. They go to school five days a week. They stay at home on Sunday and Saturday. Peter likes China and Chinese food. He likes rice cakes very much. At school they play table tennis (乒乓球)after class.

Wu Dong and Peter likes making things. Now they are making a plane. They like flying planes on Sunday morning. Peter speaks English and a little Chinese. Wu Dong speaks Chinese and a little English. They teach each other. (互相)

（ ）1、Wu Dong has an American friend.

（ ）2、They go to school from Monday to Friday.

（ ）3、They often fly planes after class.

（ ）4、Wu Dong teaches Peter English and Peter teaches Wu Dong Chinese.

（ ）5、Peter often eats rice cakes because he likes eating them.

（八）

I'm Fangfang.I live in a village. It's small but beautiful..

Look! That is my house. There are some trees near it. Behind the house

there's a big river. You can see some boats on the river. Many ducks are

beside the boats. How lovely! Oh, many flowers are between the trees.

Let's get some to our teachers.

( )1.Fangfang's house is small.

( )2.There's a small river behind the house.

( )3.There are some boats on the river.

( )4.What lovely ducks they are!

( )5.Some flowers between the trees are for our English teachers。

（九）

完型填空

Mrs. White__1__in a school. It is Sunday. She has__2__classes. At eight in the morning, she

__3__to a shop and buys a nice dress. She puts it in her bag and then buys__4__cakes for her children. At eleven she__5__home. She wants to put on her new dress, but she__6__find her bag. She calls the shop assistant (售货员), “Hello, Mrs. Black. This is Mrs. White. Can you help__7__ find my bag?__8__in your shop.”

“Of course, Mrs. White,” says the assistant. “We found three bags here. But which one is__9__?”

“I’m__10__,” says Mrs. White, ” I can tell you which one is mine.”

1. A. work B. works C. working D. study

2. A. not B. any C. some D. no

3. A. walks B. go C. walking D. walk

4. A. a piece B. a little C. some D. much

5. A. gets to B. gets C. get D. get to

6. A. can B. don’t C. can’t D. isn’t

7. A. I B. my C. mine D. me

8. A. It’s B. Its C. They’re D. He’s

9. A. you B. your C. mine D. yours

10. A. go B. come C. coming D. coming

（十）

完形填空

younger older of gray glasses

This is a picture ____ my grandmother. She is eighty years old.She has _____ hair and she wears ________ . She loves me very much and I love her very much,too.

WangLin is twelve years old,Jenny is twenty years old and Li Ming is fourteen years old. Wang Lin is ____ than Jenny. Jenny is ____ than Li Ming,but ____ than WangLin.

（十一）

判断对（T）错（F）

ZhangLin is a boy. He’s twelve years old. His English is very good.Because his mother is an English teacher. His favouriter clothes is a yellow shirt. It’s very nice. He likes to play foot ball with his friends. He always go to school by bus.On Sundays we offten play and study together. We are good friends.

1. Zhang Lin’s mother is a Chinese teacher. ( )

2. He likes a yellow shirt. ( )

3. He always goes to school by bike. ( )

4. Zhang Lin is twelve years old. ( )

5. He is my good friend. ( )

（十二）

介词填空

to in of with at on far

1. Look ____ her hair.It’s red.

2. I live _____ China.

3. She goes to work_______ her bicycle.

4. They go _____ a walk after supper.

5. This is a picture _____ my family.

6. I like to play checkers______ my uncle.

7. Do you go to the gym ____ play badminton?

（十三）

阅读选择

Li Ming has two good friends from Canada. They are rose and Mike. Their country is very far from China.

They are in the same school,but they are not in the same class(班) .Li Ming and Rose are in Class One. They live in the same building. It is a little far from their school. They ride their bicycles to school and ride home together every day.

( )1.Where are Rose and Mike from?

A. The U.K. B.Canada C.Australia

( )2.Li Ming and Mike are _____.

A.in the same class B.not in the same school

C. not in the same class.

( )3.They live ______.

A. very far from their school B.near their school

C.in one building

4.They go to school and come home ____ every day.

A. by bicycle B.by bus C. by car

（十四）

阅读判断对（T）错（F）

Hello，my name is Jimmy. I’m eleven . I am in Class Five,Grad (年级)Six.Now let me tell you some thing about my family. There are three people in my family. My father my mother and I .My father is a worker and my mother is a worker ,too.And they are both good workers, I am a good student. My father and mother love me very much. I love them very much,too. We have a new car. It’s green. I like it very much.

1.We have an old car. ( )

2.I’m in class six, Grand Five ( )

3.There are three people in my family. ( )

4.My father and mother are both worker. ( )

5.I don’t like our car. ( )

与中国相比，美国有什么地理优势 用英语讲解

英文； Comparison of "area" of such data, the Hongkong, Singapore is reasonable, for us is not reasonable. For this country, even though the area is reduced by half, but thousands of people / sq km data doubled, city distance narrowed a bit, also do not constitute what other "quantitative change". Hongkong and Singapore this small place, land development is almost over, area change is definitely affects all aspects of social life.

Talk about "area" itself, rather than talking about "large" brought "resources".

To talk about American geographical advantages, should be combined with the actual economic impact of the American talk.

One is the five largest lake in the logistics advantage, early American development along the east coast line, and the industrial development is particularly concentrated in the five Great Lakesgeneration, is also a river, the Mississippi River has long made no contribution to the USA whateconomic, until the end of the nineteenth Century USA talent began large-scale finishing the Mississippi River, making it suitable for navigation.

Compared Chinese River in America were "less developed", not to mention the Yellow River,Wuhan Yangtze River from above the river can only take three thousand tons of wheel, not to mention the restriction of Wuhan to Nanjing along the Yangtze River bridge to ten seat capacity.

Two is the "long" USA coastline, in fact the coastline length is not the most important (for the Russians, the Arctic Ocean coastline are floating clouds, valuable is St Petersburg and Vladivostok), is the key to American simultaneously on the Pacific Ocean and the Atlantic, which no doubt means a broader market. Now China, dream to get India Ocean from Thailand or Pakistan on the right hand into the sea.

The third point is the most important is America geopolitical advantage, American in Americaalone big, besides the stability of the situation, the more important is a large equivalent to hisgarden and backward country, light relies on to sell to them about enough to nourish America a large part of the people.

中文；

比较“面积”这种数据，对于香港新加坡来说才是合理的，对于中美则是不合理的。因为对于这种大国而言，即使面积缩小一半，无非千人 /平方公里的数据翻了一倍，城市距离缩小一点，还构不成什么其他的“量变”。而香港新加坡这种小地方，土地开发已经差不多结束了，面积的变化则是实打实的影响着社会生活方方面面。

谈“面积”本身，倒不如谈“大面积”带来的“资源优势”~

要谈美国的地理优势，主要应该结合美国的实际经济影响来谈。

一是五大湖带来的物流优势，早期美国发展沿着东海岸一线，而工业发展又尤其集中在五大湖一代，同样是水系，密西西比河就长期没有对美国经济做出什么贡献，直到19世纪末期美国人才开始大规模整理密西西比河河道，使其适于通航。

中国的水系相比于美国则明显”不发达“，黄河就不用提了，长江自武汉以上河道基本只能走三千吨轮，更别提武汉到南京沿线十数座长江大桥对运力的制约。

二是美国的”漫长"的海岸线，其实海岸线的长短并不是最重要的（对于俄国人而言，北冰洋的海岸线都是浮云，有价值的就是圣彼得堡和海参崴），关键是美国同时濒临太平洋和大西洋，这无疑意味着更广阔的市场。现在的中国，做梦也想从泰国或者巴基斯坦手上拿到印度洋的入海权呢~

第三点也是最重要的就是美国的地缘政治优势，美国在美洲的一家独大，除了安定的局势之外，更重要的是一大片相当于自己后花园的落后国家，光靠卖东西给他们大概就够滋养美国很大一部分人了~

说明一下，中文是总结出来的，而英文是我通过百度翻译翻译过来的

望采纳！！！！！！！

李玲的学术成果

中英文学术著作和论文选

2015年

李玲等著.《构建城乡一体化的教育机制体制研究》.北京：经济科学出版社,2015.

李玲等著.《教育体制综合改革发展报告2013》.北京：高等教育出版社,2015.

黄宸,李玲（通讯作者）《区域中职教育资源配置效率的时空分异研究——以西部A省为例》[J].教育发展研究,2015,21:52-56.

李玲,黄宸等《中等职业教育资源配置效率空间特征及其形成机理——基于A省数据的实证分析》[J].教育与经济，2015，06：54-60

赵立涛,李玲等.《省级教育经费统筹改革的分配效果》[J].中国社会科学,2015,11:111-127.

李玲,黄宸,韩玉梅.教育体制综合改革:理论、路径与评价[J].西南大学学报(社会科学版),2015,06:80-88+190-191.

李玲,卢锦珍,李婷.西部农村教师补充的模型建构与实证分析——基于补偿性工资差别理论的视角[J].教师教育研究,2015,06:1-8.

黄媛媛,李玲（通讯作者）卢鸣浩.体制改革对我国学前教育发展影响的实证分析[J].学前教育研究,2015,09:8-16.

LingLi,JiafuZheng.(2015).Reformanddevelopmentofeducationalinstitutions(2013).

Germany:Springer-Verlag

李玲,陶蕾.我国义务教育资源配置效率评价及分析——基于DEA-Tobit模型[J].中国教育学刊,2015,4.

LingLi,QianZhao,YuWen.ReportonthePilotComprehensiveReformofPrivateEducation:BasedontheSurveyof62SchoolsinXCity.OpenJournalofSocialSciences.Vol.03No.01(2015),37-44.

2014年

YumeiHan,WenfanYan,LingLi,HaifengLi,XinzhiLiuandYupingHan.RebuildingSustainableCommunitiesafterDisastersinChina,JapanandBeyond.CambridgeScholarsPublishing,12BackChapmanStreet,NewcastleuponTyne,NE62XX,UK.ISBN(10):1-4438-5814-5,ISBN(13):978-1-4438-5814-4.

李玲,杨顺光,韩玉梅.我国城乡义务教育资源需求探析——基于学龄人口的预测[J].教育科学,2014,5:1-6.

HongxiaShan,ZhiwenLiuandLingLi.VocationaltrainingforLiushouwomeninruralChina:developmentbydesign.JournalofVocationalEducationTraining.May29,2014.1-15.

李玲,周兴平.民办学校“合理回报”标准测算及模式探析[J].中国教育学刊,2014,10:50-53.

李玲,闫德明,黄宸.我国农村义务教育经费配置效率研究——基于DEA和Malmquist指数的实证分析[J].教育与经济,2014,03:3-7+15.

Yu-leJin,LingLiandSheng-quanLuo.Chinesemulti-culturaleducationpossibilitiesandpaths.InternationalJournalofEducationalManagement.Volume28Number32014,299-305.

2013年

李玲.副主编.《中国义务教育发展报告（2012）》.北京：教育科学出版社,2013.

LingLiZhao,Yiran.No-feeteachereducation:CasestudyofSouthwestUniversity.ChineseEducationandSociety.2013,March-April.3-15.

LingLi,YuanyuanHuang,XingchunXu,andYumeiHan,TheRelationshipBetweenEntryMotivationandProfessionalSatisfactionofNo-FeePreservice,ChineseEducationandSociety,vol.46,nos.2-3,March-April/May-June2013,43-61.

ShuhanYang,LingLi(correspondingauthor),AisigeYalikunjiang,XunyuTao,QuanLi,andSiyuanGong.EthnicIdentityofMinorityNo-FeePreserviceStudents,ChineseEducationandSociety,vol.46,nos.2-3,March-April/May-June2013,76-89.

ZeYang,LingLi(correspondingauthor),ChengchenZhu,LexiangGuo,andLiangyongHuang,LocalIdentityofNo-FeePreserviceStudentsandItsImpactonTheirLocalizedProfessionalOrientation,ChineseEducationandSociety,vol.46,nos.2-3,March-April/May-June2013,90-99.

YumeiHan,MeizhongHu,andLingLi(correspondingauthor),FormativeEvaluationoftheNo-FeeTeacherEducationProgramfromtheStudents’standpoint.ChineseEducationandSociety,vol.46,nos.2-3,March-April/May-June2013,100-118.

YuleJin,LingLi(correspondingauthor),ShujingDing,andZhichaoLi,EmployabilityandEmploymentOutcomesofNoFreePreserviceStudents,ChineseEducationandsociety,vol.46,nos.2-3,March-April/May-June2013，119-131.

张辉蓉，黄媛媛，李玲.我国城乡学前教育发展资源需求探析——基于学龄人口预测.《教育研究》，2013年第5期，60-66.

韩玉梅，李玲(通讯作者).教育政策比较研究：理论、方法及其应用.《比较教育研究》，2013年第4期，33-37.[该文被人大复印资料《教育学》2013年6期全文转载]

李玲，何霖俐，张辉蓉，王智，何怀金.云计算基础教育质量监测与评价平台的设计与实现.《中国电化教育》，2013年第5期，113-116.

宋乃庆，杨欣，李玲.以教育信息化保障城乡教育一体化.《电化教育研究》，2013年第2期，32-35.

卢锦珍，李玲.国外教师招聘补偿差异研究对我国农村教师补充的启示.《内蒙古师范大学学报（教育科学版）》，2013年第26卷第4期，61-63.

韩玉梅,李玲.城乡中小学教师流动体制机制研究——基于博弈论视角的模型建构.《教育政策观察》(EducationalPolicyObservatory)（第四辑）.上海:华东师范大学出版社,2013,(8):102-118.

2012年

李玲.参编第六章质性研究伦理审查之文化适应性分析；第七章职前教师教育运用叙事研究的国际经验；第八章我国教育研究自主创新的入口.(靳玉乐,易连云主编.《教育基本理论问题专题研究》.重庆:西南师范大学出版社,2012）

SusanFinley,Li,LingMorganA.Parker.SchooldaysinChina.JournalofQualitativeStudiesinEducation,2012,25(2),177-182.

李玲，宋乃庆，龚春燕，韩玉梅，何怀金，阳泽.城乡教育一体化：理论、指标与测算.《教育研究》，2012年第2期，41-48.注：该文被收入中国教育学会教育学分会组编《中国教育科学》（2013）年刊,97—105.

李玲，何怀金，熊健杰，卢锦运.县（区）域内城乡一体化教育资源配置模型构建与实证分析.《教育与经济》，2012年第1期，10-14.

李玲，杨舒涵，熊健杰，赵怡然.城乡义务教育学校标准化建设优化研究——基于学龄人口变化趋势预测.《教育研究与实验》，2012年第4期.

杨舒涵，李玲（通讯作者），韩玉梅.县（区）域内城乡义务教育学校标准化建设风险预警机制研究——基于西部A省Y县的调研.《教育发展研究》，2012年第7期，7-12.

廖晓衡，李玲，宋乃庆.城乡统筹下的职业教育战略发展地位与对策研究.《教育与经济》，2012年第2期，22-26.

陶蕾，李玲，何怀金.红色教育在农民工子女教育中的功能及路径分析——以重庆市农民工子女定点学校A校为例.《民族教育研究》，2012年第5期，77-81.

常金栋，李玲（通讯作者）.西部民族地区城乡义务教育一体化发展的实证研究——基于H省的调研.《民族教育研究》，2012年第2期.

邹联克，陶蕾，李玲.贫困地区学前教育的问题和对策研究.《贵州社会科学》，2012年第3期，115-120.

黄媛媛，李玲.教育资源匮乏下的尴尬：发展中国家“大班额”现象探析.《外国中小学教育》，2012年第12期，45-50.

张羽寰，孟伟，李玲.从“特色学校”到“自由学校”——英国多路径改进薄弱学校政策述评.《上海教育科研》，2012年第6期，31-34.[该文被人大复印资料《中小学学校管理》2012年10期全文转载]

孟伟，张羽寰，李玲.多元均等——我国学前教育资助政策路径探析.《教育导刊》，2012年第2期，12-16.

2011年

Jin,YuleLiLing.ApostmodernperspectiveoncurrentcurriculumreforminChina.ChineseEducationandSociety,2011,44(4),25-43.

李玲.论艺术取向教育研究.《教育研究》，2011年第12期，11-15.[该文被人大复印资料《教育学》2012年5期全文转载]

李玲，韩玉梅.西方国家中小学教师流动的经验与启示.《比较教育研究》，2011年第11期,1-5.[该文被人大复印资料《中小学教育》2012年4期全文转载]

李玲，熊键杰，韩玉梅.西方教育目标分类学对构建我国教师素质标准的启示.《西南大学学报》，2011年第6期，65-69.

李玲，韩玉梅.特勒—比赛特教师知识库理论及其启示.《外国教育研究》，2011年第3期，39-44.

毕德旭，李玲.城乡一体化背景下的国家教育体制改革：原因、思路、方法.《教育导刊》，2011年第6期.30-33.

部分重要国际学术会议论文

YumeiHan,WenfanYanandLingLi.(April，2013).CanRichnessSavePoverty?ACriticalAnalysisofaMandatoryRural-UrbanSchoolPartnershipPolicyinChina.PaperacceptedattheAmericanEducationResearchAssociation2013AnnualConference,SanFrancisco,April.

YumeiHan,LingLiandWenfanYan.(April，2013).LessonslearnedfromChina:Thegameofurban-ruralteachermobilitypolicy.Paperacceptedatthe2013NationalConferenceonRuralEducationResearch,Omaha,April.

YumeiHan,WenfanYan,LingLiandXinzhiLiu.(November，2012).StrategyStudyontheTeacherAllocationIssuesforPostDisasterRuralSchoolsinEthnicMinorityAreasofChina.Paperpresentedatthe2012InternationalConferenceonRebuildingSustainableCommunitiesafterDisastersinChina(CRSCD),Boson,November.

LingLi,JunLi.(October,2012).Constructionandanalysisofthesocialsupportingsystemmodelfortheeducationalintegrationsysteminruralandurbanareas.Keynotespeechattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

BinYang,LingLi.(October,2012).Ruraleducationinputmechanismresearchintheviewofeducationequality.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

YuanyuanHuang,LingLi.(October,2012).Theeducationofmigrantchildren:evaluationonimplementationeffectsofTwo-orientedpolicyinwesternChina.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

JunLi,LingLi.(October,2012).Cost-sharingproportionofpreschooleducation:anempiricalresearchbasedonthepublicgoodseconomicsmodel.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

LinliHe,LingLi.(October,2012).Thestudyonimplementationeffectsofteacher'smeritpaypolicyforcompulsoryeducation.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

LingLi,YumeiHan.(October,2012).Adecadevs.acentury:comparativeanalysisofruralschoolconsolidationpoliciesinAmericaandChina.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

DemingYan,LingLi.(October,2012).Integrationofruralandurbancompulsoryeducationfinanceindexsystemandmeasurementmethods.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

YongWei,LingLi.(October,2012).TheoreticalandempiricalresearchonurbanandruralcompulsoryeducationpolicyevaluationinHprovince,China.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

XingpingZhou,LingLi.(October,2012).TheempiricalresearchofruralcompulsoryeducationalcurriculumreformimplementationeffectsinChongqing.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

BinYang,LingLiandLeiWang.(October,2012).Thecontributionofruralcompulsoryeducationinputtoruraleconomicgrowth:basedontheanalysisbypenaldataamongprovinces.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

LeiTao,LingLi.(October,2012).TheperformanceevaluationofDistanceTrainingProjectandthepathanalysis:basedonsurveyaboutthedistancetrainingprocessofNationalTrainingPlaninChongqing.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

YumeiHan,LingLiandXinzhiLiu.(October,2012).Ruralandurbanpublicschoolteachermobilitypolicyevaluation.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

JinzhenLu,LingLi,AnyiZhouandJindongChang.(October,2012).Acomparativestudyonteachertrainingsatisfactioninelementaryandsecondaryschoolsbetweenurbanandruralareas.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

ShuhanYang,LingLiandNiYang.(October,2012).TheorganizationalcultureofelementaryandmiddleschoolsinurbanandruralwesternChina:comparativeanalysisandreviewofempiricalresearch.Paperacceptedattheseconddean'sjiontconferenceoffacultyofeducationfromAsiaandPacificArea,Educationequityandsocialjustice:internationalexperienceandlocalpracticeofurbanandruraleducationintegrationinternationalconference,Chongqing,China.

Jin,Yule,LingLiLuo,Shengquan.（November,2011）.Multi-culturaleducationinaglobalizedcontext:PossibilitiesandpathsinChina.KeynotespeechattheAsia-PacificCo-DeanofEducationConference,“Multiculturalism:PerspectivesfromAustralia,CanadaChina”,Sydney,Australia.

LingLi.(September,2011).Integratedcompulsoryeducationsysteminruralandurbanareas:Theory,indicatorsandmeasurement.Keynotespeechatthe2011InternationalAcademicSymposiumonRuralEducation,“IntegrationofRuralandUrbanEducationInnovationofEducationalInstitution”,Changchun,China.

LingLi.(April,2011).Carvingbeautifullives:ShapingfolkartsintheYangze’sThreeGorges.PaperpresentedattheInternationalSymposiumonScienceEducationandHumanitiesEducationinthe21Century,Chongqing,China.

LingLiXuXingchun.(December,2010).AStudyontherelationshipbetweenentrymotivationandprofessionalsatisfactionoffreeteachereducationcandidates.Paperpresentedatthe2ndEastAsianInternationalConferenceonTeacherEducationResearch,HongKong.

Jin,YuleLingLi.(June，2009).PostmodernPerspectiveonCurrentCurriculumReforminChina；ThePractical:AnEast-WestCurriculumDialogue,(Thefirstinternationalconferenceonthepracticalcurriculum),inBeijing.

重要社会服务

李玲，涂建军，常金栋，朱德全，郑家福，宋乃庆.《关于促进我市城乡中小学教师交流轮岗的建议》，咨询报告，2014年6月，入选《重庆社科成果要报》2014年第6期（总第35期）,得到重庆市吴刚副市长批示。

李玲,宋乃庆等.《学前教育体制机制问题与对策建议》,咨询报告，2013年9月，选入《专家建议》第20期（总第65期）.采纳单位:教育部社会科学委员会，国家级.（该报告获得2013年教育部优秀咨询报告）

李玲，宋乃庆，郑家福等.《城乡教师流动体制机制问题和对策建议》,咨询报告，2013年10月，采纳单位:教育部教师工作司，国家级.

李玲等.《重庆市城乡一体化教育发展问题和对策研究》,咨询报告,2013年12月,采纳单位：重庆市教育委员会,省部级.

李玲等.《重庆市统筹城乡教育综合试点项目及其过程评价实践经验总结》,咨询报告,2013年12月,采纳单位：重庆市教育委员会,省部级.

李玲等.《重庆市城乡学前发展问题与对策建议》,咨询报告,2013年12月,采纳单位：重庆市教育委员会,省部级.

李玲等.《重庆市职业教育均衡发展与统筹保障问题和对策研究》,咨询报告,2013年12月,采纳单位：重庆市教育委员会,省部级.

李玲等.《重庆市城乡义务教育教师流动体制机制问题和对策建议》,咨询报告,2013年12月,采纳单位：重庆市教育委员会,省部级.

李玲，杨舒涵等.《农村学校标准化建设风险预警研究——基于城乡小学初中学龄人口变化趋势的预测》，咨询报告，2012年9月，采纳单位：贵州省农村义务教育经费保障机制改革工作领导小组，重庆市教育评估院，重庆市统筹城乡教育综合改革领导小组，省部级.

李玲等.《义务教育农村教师补充问题、成因及其对策》,咨询报告，2012年9月，采纳单位：贵州省农村义务教育经费保障机制改革工作领导小组，贵州省教育厅计划财务处，重庆市统筹城乡教育综合改革领导小组，重庆市评估院，省部级.

李玲，黄媛媛等.《西部农村学前教育突出问题及对策研究》，咨询报告，2012年9月，采纳单位：贵州省农村义务教育经费保障机制改革工作领导小组，重庆市统筹城乡教育综合改革领导小组，重庆市教育评估院，省部级.

李玲，闫德明等.《农村教育投入：绩效、机制与模式》咨询报告，2012年9月，采纳单位：重庆市教育统筹综合改革领导小组，重庆市教育评估院，省部级.

李玲,黄媛媛等.《外来务工子女“两为主”政策落实与突出问题》咨询报告，2012年9月，采纳单位：贵州省农村义务教育经费保障机制改革工作领导小组，省部级.

朱德全，李玲等.《探索校地、城乡、院校、校企联动模式大力推动职业教育发展》咨询报告，2012年9月，采纳单位：重庆市国家教育体制改革试点工作领导小组办公室省部级.

李玲，杨舒涵等.《“义务教育学校标准化建设”风险预警指标体系、测算方法及其应用》咨询报告，2012年5月采纳单位:重庆市国家教育体制改革试点工作领导小组，省部级.

李玲等.《城乡义务教育质量检测与评价现状、问题及对策》咨询报告，2012年5月，采纳单位：重庆市统筹城乡教育综合改革领导小组，重庆市教育评估院,省部级.

李玲,韩玉梅等.《城乡一体化的中小学教师流动体制机制研究》咨询报告，2012年3月，采纳单位：重庆市教育委员会，省部级.

李玲，韩玉梅等.《县（区）域内城乡一体化教育资源配置模型构建与实证分析》咨询报告，2012年3月,采纳单位：重庆市教育委员会，重庆市教育评估院，省部级.

李玲等.《重庆市中小学教师编制标准化研究》咨询报告，2012年3月,采纳单位：重庆市教育委员会，重庆市教育统筹综合改革领导小组，省部级.

李玲等.《英国城市化进程中师资培养个案研究及启示》咨询报告，2012年3月，采纳单位：重庆市大足区教育委员会，石柱土家族自治县教育委员会，区县级.

李玲等.《美国“城市化”进程中师资培养个案研究及启示》咨询报告，2012年3月,采纳单位：重庆市大足区教育委员会，石柱土家族自治县教育委员会,区县级.

李玲等.《全球城市化视阈下重庆市中小学教师统筹发展研究》咨询报告，2012年2月，采纳单位：重庆市教育委员会，省部级.

李玲，韩玉梅等.《省域内（重庆市）统筹城乡教育综合试点项目及其过程评价实践经验》，咨询报告，，2011年7月,采纳单位：重庆市国家教育体制改革试点工作，重庆市统筹城乡教育综合改革领导小组，重庆市评估院，省部级.

李玲等.《西南民族地区城乡义务教育一体化发展研究》咨询报告，2011年11月，采纳单位：重庆市统筹城乡教育综合改革领导小组，重庆市评估院，重庆市国家教育体制改革试点工作，重庆市统计执法检查大队，省部级.

李玲，韩玉梅等.《重庆市统筹城乡教育改革试点项目及其过程评价》咨询报告，2011年11月，采纳单位：重庆市统筹城乡教育综合改革领导小组，重庆市评估院，重庆市国家教育体制改革试点工作，重庆市统计执法检查大队，省部级.

李玲，韩玉梅等.《西方国家中小学教师流动研究》咨询报告，2011年11月，采纳单位：重庆市国家教育体制改革试点工作，重庆市统筹城乡教育综合改革领导小组，重庆市评估院，重庆市统计执法检查大队，省部级.

李玲，黄媛媛等.《重庆市城乡学前教育发展水平差异研究》咨询报告，2011年11月，采纳单位：重庆市统筹城乡教育综合改革领导小组，重庆市评估院，重庆市国家教育体制改革试点工作，重庆市统计执法检查大队，省部级.

李玲，闫德明等.《城乡义务教育经费投入现状、问题及对策研究——以国家统筹城乡教育综合改革试验区重庆市为例》,咨询报告，2011年4月，采纳单位：重庆市国家教育体制改革试点工作，重庆市统筹城乡教育综合改革领导小组，重庆市评估院，省部级.

李玲，宋乃庆等.《城乡教育一体化：指标体系、测算方法及其应用》咨询报告，2011年12月，采纳单位：重庆市国家教育体制改革试点工作领导小组，重庆市统筹城乡教育综合改革领导小组，贵州省教育厅计划财务处，重庆市教育评估院，重庆市大足区教育委员会，省部级.

不好的影响用英语是哪个? 是affect,还是impact,还是?

impact。　

英 ['ɪmpækt]  美 ['ɪmpækt] 　 　

n. 影响；冲击力；撞击

vt. 挤入；压紧；撞击；对......发生影响

vi. 冲击；撞击；产生影响

例句：Seasonality or economic cycles will have minimal impact on secular trends.

翻译：季节性或经济周期两者对长期趋势的影响都不大。

短语：dramatic impact 戏剧性的影响

近义词

shock　

英 [ʃɒk]  美 [ʃɑːk] 　 　

n. 震惊；震动；冲击；休克

v. 使震惊；使震动；使受电击

例句：His death was a great shock to us all.

翻译：他的死使我们大家都大为震惊。

如果你对有自己的想法，可以评论区留言与我们一起分享哦。