新建地方高校转型发展的原因、含义、战略定位及难点

新建地方高校转型是为了适应经济发展方式转变和产业结构调整的需求,为了中国顺利跨过"中等收入陷阱"的需要,过去高等教育发展改革反思的结果,教育体制综合改革发展的需要.转型的具体含义应包含:要为地方经济社会发展服务、能够真正发挥学生的潜能、服务国家需要、瞄准世界科学技术人才发展态势和需求.应在新型产业对高等教育提出人才需求、"国情"校情的需要时进行转型.转型的战略定位要注意:紧密地为当地经济社会发展服务、突出行业特色、举办特色专业、差异化发展.转型的难点在于急缺战略定位、管理体制机制转型、教师队伍转型、学生思想转型、教学组织方式与结构变化、资源配置的难题.     

中国特色基层型大学内涵、定位与转型路径寻思

为适应当前经济社会创新发展需求,应绕开高校分层、分类理论设计中的纷争,基于"使命差异"来确定中国特色基层型大学面向基层、服务地方的办学内涵。在准确把握内涵的基础上,对其办学定位进行准确描述,参照当今世界高等教育思想,调整发展思路,寻求转型路径,逐步推进中国特色基层型大学由单一学术发展取向转向"社会化"集成办学,逐步适应世界高等教育改革趋势。     

转型高校特色办学:现实诉求、战略定位、路径选择

特色办学是高校适应经济社会发展的迫切要求,是高校转型的必由之路,是推动学生充分就业的战略举措。转型高校面临办学思想普遍僵化、办学定位普遍模糊、专业设置普遍趋同、教学方法普遍单一、培养出的学生普遍缺乏个性等现实困境,必须根据资源条件、区位优势、办学历史和地方行业企业确定办学定位。深化改革始终是推动高校转型发展、走特色办学之路的根本动力,高校管理者特别是校长是推动高校转型发展、走特色办学之路的直接动力。转型高校特色办学的有效路径包括:孕育教育思想特色,培育学科专业特色,打造树德育人特色,锻造服务功能特色,涵养校园文化特色。     

破解欠发达地区师范院校发展瓶颈的几点思考

坐落在欠发达地区的地方师范院校是实施人才强国战略的重要力量,办好这类院校对构建科学的高等教育体系、推动区域经济社会发展具有重大意义。在地方师范院校转型发展期,暴露出学科专业发展定位不明确、引领和服务基础教育发展不够、传承地方特色文化和服务地方经济社会发展的能力不强等问题,这些是制约欠发达地区师范院校科学发展的主要瓶颈。     

地方特色高水平大学教师队伍建设探析——以安徽省部分高校为例

地方特色高水平大学建设是地方政府贯彻执行高等教育差异化发展战略,落实"科学定位,分类指导,多元发展,特色办学"的应用性高等教育发展方针,破解高等教育趋同发展与经济社会发展多样化需求矛盾的重大举措。作为地方特色高水平大学,在办学层次、目标定位等方面区别于其他高校,人事制度、分配制度的改革也势必与其他高校存在差异。如何充分调动教师队伍建设的活力,创新教师队伍管理模式,对于建设地方特色高水平大学具有重要作用。地方特色高水平大学教师队伍建设要善于挖掘人力资源的创新潜力,进一步强化教师认同感;进行教师职业发展管理,提高核心创新人才竞争力。     

地方新建本科院校转型发展:理论、政策与实践

地方新建本科院校转型为应用技术性大学已成为我国高等教育结构调整的必然趋势。地方新建本科院校在转型发展时期需要探寻理论依据,明确政策导向,勾勒实践构想。在理论依据方面,知识转型的制度逻辑是地方新建本科院校转型发展的内在诉求,政府、大学与市场三角协调关系的嬗变是地方新建本科院校转型发展的外部牵引;在政策导向方面,地方新建本科院校转型发展关键在于重新定位人才培养目标及方向,增强服务地方经济社会的能力;在实践构想方面,地方新建本科院校转型发展需要完善高等教育分类化体系,加强政府与市场的宏观引导,全面推进人才培养综合改革。     

一个地级市高等教育发展的路径与逻辑——钦州高等教育发展的回顾与前瞻

当今,高等教育发展成为了地方经济社会建设的重要组成部分.钦州的高等教育事业,在曲折坎坷的道路上前行;在地方政府实施"科教兴钦"战略中壮大;在服务经济社会发展中崛起.是我国经济和政治体制的改革发展变化与随之进行的高等教育管理体制和运行体制的改革发展,为钦州市高等教育的发展带来了活力.提供了历史机遇;是经济的迅速发展与经济增长方武的根本转变对人才的需求,推动了钦州高等教育的发展并提供了物质基础.钦州的高等教育乃应以区域经济社会发展的需求为动力,以其可能提供的条件为依托,在服务和促进北部湾经济区的建设发展中,实现自身的功能与作用和不断的发展.     

内蒙古地方本科高校转型中社会服务能力建设的对策

积极推动地方本科高校向应用型大学转型,是深化我国高等教育供给侧改革、破解高等教育结构性难题的深层次变革,也是部分地方本科院校生存发展的现实需求。其中社会服务能力建设是转型发展中引导地方高校适应、融入、引领所服务区域的新产业、新业态发展,瞄准当地经济社会发展的新增长点,形成人才培养和技术创新这一新格局的重要内容。本文从高校社会服务基本内涵入手,通过分析内蒙古地区经济社会发展的新需求,提出地方本科院校转型过程中社会服务能力建设的几点对策。     

地方本科院校转型发展与高等教育认识论及方法论诉求

地方本科院校转型发展,是指依据高等教育发展趋势、经济社会需求以及高校自身特点等基础上科学定位,并在办学体制、专业建设、教学模式、人才培养模式、师资队伍建设、管理服务模式等方面所进行的改革。地方本科院校转型发展不是单纯的制度变迁与技术革新,更涉及深层次的观念革命,即涉及对高等教育认识论与方法论的新诉求。     

服务地方区域经济社会发展的应用创新型本科人才培养模式研究

随着我国高等教育改革的深入发展、国家经济结构的不断调整以及传统产业的转型升级,地方本科院校的人才培养机制与社会企业需求出现脱节的现象。为满足地方经济社会发展的需要,提出地方本科院校为服务地方区域经济社会发展的应用创新型本科人才培养模式,分析了地方经济社会发展对应用创新型人才的要求,制定了服务地方区域方经济社会发展的应用创新型人才的培养模式及其实现的措施。通过培养应用创新型人才,为推进传统产业的技术改造,实现传统产业结构的转型和升级,以及发展战略性新兴产业和促进地方经济社会发展做出贡献。     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Kierkegaard,musical performance,and the relation and differentiation of the sexes

This paper is a critical evaluation of what is believed by the author to be Kierkegaard's subjective, ambivalent, and arbitrary stereotyping of women. In particular, the paper examines the Kierkegaardian notion of equality, essential feminine characteristics, and finitude. The result is an attempt to apply Kierkegaard's ideas to those issues pertaining to inequality in musical performance; as well, a plea is made for the demystification of the notion of woman as whore or Madonna.     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。     

Community Colleges,the Media,and the Rhetoric of Inevitability

Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question.     

Plato, Dewey, and the Problem of the Teacher's Authority

ABSTRACT An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher.     

Femininity,science, and the denigration of the girly girl

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.     

Social and ethical dimension of the natural sciences, complex problems of the age, interdisciplinarity, and the contribution of education

In view of the complex problems of this age, the question of the socio-ethical dimension of science acquires particular importance. We approach this matter from a philosophical and sociological standpoint, looking at such focal concerns as the motivation, purposes and methods of scientific activity, the ambivalence of scientific research and the concomitant risks, and the conflict between research freedom and external socio-political intervention. We then point out the impediments to the effectiveness of cross-disciplinary or broader meetings for addressing these complex problems and managing the associated risks, given the difficulty in communication between experts in different fields and non-experts, difficulties that education is challenged to help resolve. We find that the social necessity of informed decision-making on the basis of cross-disciplinary collaboration is reflected in the newer curricula, such as that of Greece, in aims like the acquisition of cross-subject knowledge and skills, and the ability to make decisions on controversial issues involving value conflicts. The interest and the reflections of the science education community in these matters increase its—traditionally limited—contribution to the theoretical debate on education and, by extension, the value of science education in the education system.     

Space,relations, and the learning of science

In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a “perspicuous setting” and a “smart setting,” in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements projectively organize the temporal dimensions of action. These findings allow science educators to think explicitly about organizing “smart contexts” that help learners participate in and learn complex scientific laboratory practices.