高校办公室工作的文化特征与文化价值

文章在分析高校办公室工作基本属性的基础上,提出高校办公室要在管理实践中坚持人文性,体现文化特征,实现文化价值。     

谈毕业生的择业误区

毕业生在择业方面存在的误区是：就业期望值过高，脱离实际；重物质利益，功利色彩严重；以自我为中心，很少考虑国家需要；心存疑虑，消极等待，放弃竞争。在当前就业形势严峻的情况下，毕业生要认清自己，准确定位，调整期望值，达到人职匹配，顺利就业。     

当代英国家庭婚姻观与性行为探源

在当代英国社会里，传统的家庭观念愈来愈淡，单身，无终身同居以及单亲家庭等成了普遍的社会现象，这一切皆源于个人主义及自由主义，个人主义与自由主义推动了生产力的发展，同时也给英国社会带来了许多消极面。     

中国留美学生的网上学习体验:文化的影响

发源于西欧发达国家而后推广至世界其他地区的远程教育模式,体现了西方社会以学生为中心、强调学生个性化发展的文化价值观和教育理念.当习惯于被动接受学习的中国学生走出国门,面对国外大学日趋普及的网络课程时,他们是如何体验和适应这种新型学习方式并克服潜在的文化冲突的?本研究采用质性研究设计中的深度访谈法,通过采访11名在美国参加过网上课程的中国留学生,探讨了传统文化因素对网络环境中学生学习体验的影响.研究发现,中国学生的网上学习体验具有一些不同于美国学生的独特特征;其网上学习受到传统文化价值观,如集体主义、等级观念、追求和谐、中庸保守、爱面子、注重后天勤奋等的影响;中国留学生适应网上学习的过程是一个文化商讨和建构的过程.这些发现对于我们了解学习的社会文化属性、指导面向中国学生的网络教学设计具有一定的指导意义.     

第二类拟Hermite—Fejér 插值多项式逼近Lipschitz类函数的极值(英文)

设Q_n(f,x)是以第二类Chebyshev多项式的零点为基点的第二类拟Hermite-Fejer插值,本文研究的极值。     

生态价值学论纲

生态价值学是从价值哲学的角度出发，探讨生态环境与人类社会生存与发展的关系问题，它是生态价值观的理论体系。人类思想史上曾出现过三种不同的生态价值观。生态哲学、生态伦理学等学科也涉及生态环境的价值问题，它们探讨的是生态环境的具体价值。要全面地把握生态环境对整个人类社会生态与发展的积极作用，有必要在概括以往研究成果的基础上，建立起一门揭示生态环境一般价值的学科--生态价值学，从而有助于人们形成对生态价值问题的科学认识，树立正确的生态价值观。     

评析蒋梦麟个人本位的教育价值观——蒋梦麟的高等教育价值观研究之一

蒋梦麟个人本位的教育价值观,是从其个人本位的社会政治观引申而来的。但是,这种个人本位的教育价值观,是以个人为教育的目的,同时将社会作为个人发展的手段,力求使个人与社会相得益彰。     

How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences

The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (M_age?=?12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.     

The humanities in the primary school – where are we and in which direction should we be heading? A perspective from Scotland

ABSTRACT

In Scotland, although there is no agreed definition of what constitutes the humanities, they have their locus principally within two of eight curricular areas in Curriculum for Excellence (CfE): Social Studies (SS) and Religious and Moral Education (RME). Both SS and RME are contexts for learning where broad principles apply in relation to curricular coverage. These principles are formalised in Experiences and Outcomes for each of these curricular areas which provide broad guidance around topic areas for study while allowing for the use of local contexts for learning and flexibility in pedagogy. Key opportunities in SS include: exciting and engaging learners, enabling personalisation and choice and equipping learners with a range of skills. In RME, opportunities include helping learners to: understand themselves and others; draw upon religious and other beliefs in forming their own views and engaging in positive social change. Key challenges for SS include: ensuring breadth and depth of coverage; reaching agreed standards across the educational community; responding to the requirement for an increased focus on literacy and numeracy. In RME challenges include: ensuring that national expectations are met; ensuring breadth and depth in learning; the nature and role of assessment; practitioner and parental conceptualisations of the curricular area.