论电大模式在我国远程高等教育中的地位与发展走向

本文针对我国当前现代远程教育建设和发展中存在的某些问题，分析了电大系统模式在发展中国现代远程教育中的优势，论证了进一步明晰普通高校远程学历教育层次，发挥电大在多重模式系统中的应有功能的重要性，并对我国远程高等教育的规划、决策和管理提出了若干建议。     

夯实基础 深化内涵 切实推进电大事业科学发展

十年开局看头年,头年之计在起步。2010年是新世纪第二个十年的开端,是天津广播电视大学实施＂十一五＂规划的最后一年,是学校在高起点上实现新突破再上新水平的关键一年。谋划好、落实好今年的工作,承前启后、意义重大、影响深远。     

关于加快我省广播电视大学教育改革和发展的若干意见（讨论稿）

邓小平同志亲自批准创办广播电视大学，是我国改革开放以来，多快好省发展教育事业作出的重大决策。我省电大建校18年来，已形成了覆盖全省14个地(州)市和40个县(区)的远距离开放教育系统，先后共培养大专毕业生4．5万人，中专毕业生1．6万人；各种非学历教育结业3．4万人，为垒省经济社会发展做出了重要贡献，成为我省高等教育的重要组成部分。电大教育具有投资少、效益高、覆盖面广、适应性强、办学方式灵活、教学手段先进等特点和优势，     

积极发展电大教育 促进庄浪经济腾飞

全国广播电视大学黄山会议、上海会议和甘肃省广播电视大学教育工作会议的召开，标志着电大事业“柳暗花明又一村”的到来，标志着庄浪县电大将进入新的发展时期。庄浪县委、政府要站在一个战略高度，要以新的姿态迎接这一机遇，总结经验，制订规划，加快发展，让电大教育为庄浪教育事业的发展作出应有的贡献。     

高等教育的多样化与广播电视大学发展思路

普通高校进入远程教育领域后，广播电视大学需要进一步明确自己的定位和发展方向。本文分析了高等教育的多样化发展趋势和电大的优势，提出了在高等教育多样化格局中电大的发展思路。     

评估后时代：中国广播电视大学的历史转型和发展战略

当前,中国广播电视大学面临着一次新的历史转型,面对新形势,全国广播电视大学有必要制定新的远程教育发展战略。本文认为,评估后,使得我国广播电视大学的开放教育不得不走上“提升办学品格”的可持续发展之路。跳到评估的局外,我国电大发现了参与学习型国家、学习型社会、学习型城市、学习社区、学习型农村的可能性,因此,电大的跨越式发展问题,又摆在了我们的面前。与此同时,随着高职高专教育的“洗牌”,全国电大又一次面临系统办学重组的挑战,制定新的高职高专内涵式发展战略,势在必行。痛苦的转型,伟大的转型,已经将我国电大推上了反思过去、批判传统、创新未来的天路之旅。     

大众化数字学习与学习型城市建设——天津电大的使命、机遇与挑战

30年的改革开放,使中国成为世界经济大国、教育大国,使中国广播电视大学成为世界规模最大的巨型大学、国家最大的高等教育公共服务体系,也使这一时期成为天津电大历史上发展最好最快的时期。     

北京高校党建工作会议要求 进一步加强高校党建工作

本刊讯 1月18日召开的2010年寒假北京高校领导干部会议指出,北京要深入推进高等教育事业科学发展,着力推动高校发展模式从外延向内涵发展转变。教育部副部长陈希,北京市委副书记、教育工委书记王安顺,副市长黄卫出席会议。     

把握历史机遇 实现高等教育和谐发展

把握构建和谐海南的历史机遇,发展和谐教育,培养复合型创新人才和实用型人才,为构建和谐海南提供有力的智力支持;建设和谐文化,为构建和谐海南夯实文化基础;营造和谐校园,为构建和谐海南树立示范园区。在建设社会主义和谐社会的伟大历史进程中,实现高等教育的和谐发展,为实践科教兴国战略和人才强国战略做出应有的贡献。     

构筑增城现代远程高等教育的坚实基地发展中的增城电大

增城市广播电视大学开办于1979年,是广州市电大系统办学规模较大的一所分校。学校共有三个牌子：增城电大、增城市东方职业技术学校（开办于1988年）、增城市教师进修学校（开办于1957年）。三所学校一套班子,统一管理,同属增城市政府开办的学校。学校共有三个校区,主校区座落在增城市区东郊,占地面积13．6万平方米,校舍面积6万多平方米。     

Assessing alignment between information technology educational opportunities,professional requirements,and industry demands

Information technology (IT) and computing are growing fields, offering far more job opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or “soft,” skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research.     

Obstacles and opportunities for developing thinking through interaction in language classrooms

Teaching thinking skills is one of the most important elements in the learning process. This paper examines how teachers ‘open up’ and ‘close down’ opportunities for promoting thinking skills in EFL classrooms in China through the analysis of the interactions between the teacher and students. A sociocultural analysis of language use and interaction patterns in EFL classrooms suggests how teachers facilitate or obstruct learner participation, negotiation and meaning co-construction, in selected classroom episodes. The findings of this research emphasize the key role of the teacher in creating, developing, managing and navigating the space for thinking by using referential questions, increasing wait-time, reducing interruptions and adopting selective repair.     

我国远程教育新的历史发展大纲之研究——三论我国远程教育新的历史发展机遇

文章研究提出我国远程教育新的历史发展大纲为:一大目标,远程教育的发展从以“量”增长方式为主的人才培养的开放,乘势向以“质”增长方式为主的人力资源的开发的转变。一大定位,巩固远程教育、发展职业教育、提高教育质量。三大任务,学历教育、非学历教育和远程教育公共服务体系的建设。两大增长点,为“建设新农村”和“发展创意产业”服务。一大跨越,从“发展创新”模式到“概念创意”模式。     

数学定义的基本要求

对数学概念下定义的基本要求、定义的实质和思想方法进行探讨。把形式逻辑关于真实定义的四条规则用来作为数学定义的基本要求是不恰当的，可以针对数学的三类基本概念中的不变个体制定具体的定义规则。可消去性准则和非创新性准则的思想应当在中学数学教材教法的逻辑内容中得到反映。     

Transfronteriza pre-service teachers managing,resisting, and coping with the demands of mathematical discourse

This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse.     

区域经济发展对大学生就业机会的重要性

大学生的就业状况不仅直接影响到毕业生的预期收益,而且影响家庭和个人对高等教育投资的积极性,进而影响到高等教育的发展。高校毕业生就业难的成因是多方面的,其中区域经济发展对大学生就业机会的影响也值得我们探讨研究。     

Tensions for educational developers in the digital university: developing the person,developing the product

ABSTRACT

Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process.     

Faculty and department head preferences for dealing with retrenchment demands

A random sample of faculty members and department heads rated the acceptability of alternative responses to financial retrenchment pressures within a framework created by a fictitious but realistic scenario. Relatively few differences were found among the recommendations and/or preferences of department heads, tenured faculty, and nontenured faculty. There was a strong preference for protecting the instructional program even at the cost of research and service activities. Several findings, including the preference for reductions in noninstructional rather than instructional programs, were consistent with a self-serving hypothesis. Respondents from departments with recent enrollment declines were more willing than other respondents to accept heavier work loads as a response to retrenchment pressures. Implications for planning processes were discussed.