政府在高等教育评估中的职能定位：日本的经验

在各国高等教育评估体系的建立和发展过程中,政府起了不可或缺的作用。在新的时代背景下,政府控制的评估模式难以适应多元化社会发展的需要。日本政府在高等教育评估中职能明确,与高校、社会既相互分工又相互配合,构建多元化的评估体系,为我国政府在高等教育评估中职能的转变提供了借鉴与思考。     

The Department of Electrical Engineering at the University of Salford: links with France

The University of Salford is one of the most recent of Britain's new universities, having received its Royal Charter in 1967. However, Salford has an academic tradition dating from 1896 when the Royal Technical Institute was founded. Students have been following degree courses at Salford since the 1920's.     

旅游体验质量评价指标体系及评价方法

通过构建旅游体验质量的评价指标体系,用层次分析法确定各个因素的权重值,进而利用多层次模糊综合评价方法来对旅游体验质量进行评价,对于了解游客的旅游体验,进一步改善旅游地环境,增强旅游地自身的竞争力,提高服务质量都有一定的理论和实践意义。     

The Development of Teacher Appraisal: A Recent History

The Conservative government made appraisal compulsory to monitor teaching more effectively. Unable to elicit the type of data required, the process became marginalised. Labour is now turning to appraisal to raise standards. Though appearing more conciliatory, it is argued that the end result will be to achieve the Conservatives' original aim of controlling teachers     

追踪溯源话评价

系统功能语言学从社会文化角度出发,把情景语境类型化为语旨、语式和语域,以此推导出语言的人际、语篇、概念三大功能,但未涉及语篇体现出的语言使用者的评价意义.以马丁(James Martin)为首的功能学者继承并发展了系统功能语言学,以科研项目成果为基础形成评价系统理论.本文研究了评价系统的理论来源,产生的背景和形成过程.     

体验:生命的存在

体验是西方“感性史”的一个核心概念,体验概念的出现及其发展,是对西方理性主义的一次反击,对凸现西方感性历史的发展其有重要意义;体验和生命具有密切联系,体验是对生命的体验,把体验作为生存范畴来理解有利于进一步明确体验的本质：审美体验与艺术密不可分,研究审美体验对揭示艺术的本质其有重要意义。     

西方国家公务员绩效考核的经验及其借鉴价值

绩效考核是公务员制度的一项重要内容,对公务员制度的良性运转具有重要意义.西方国家在公务员绩效考核方面积累了丰富的经验.随着公务员制度的建立,我国的公务员绩效考核制度蔷要完善,但由于历史和现实各种因素的影响,仍然存在诸多问题.因此,在公务员管理中,有必要借鉴西方国家公务员绩效考核制度的成功经验,进而推动我国公务员绩效考核制度不断向前发展.     

The Appraisal of Educational Psychologists: A very private affair

This paper presents the results of a survey into the use of appraisal in educational psychology services within Local Education Authorities in England and Wales. Based on the findings of the study, the current range of appraisal schemes in use within the educational psychology service are described. The way in which such schemes link with appraisal in the wider local authority context is considered, and an attempt is made to identify whether appraisal schemes used with educational psychologists have distinctive features and, if so, what those features are.     

The Selection of Vice-Chancellors: The Australian Experience

This paper examines appointment procedures and selection criteria for the position of vice-chancellor in eight of Australia's nineteen universities which advertised a vacancy during 1984 and 1985. Among issues analysed are: advertisement formalities; information provisions; and selection processes and criteria including initial action taken, composition of selection committees, identification of selection criteria and selection processes employed. Ways of imprroving subsequent appointment procedures and of ensuring legitimacy for appointees are discussed.     

对塔尔斯基真理论的评价

塔尔斯基为真语句所作的实质上适当的、形式上正确的语义学定义,是现代逻辑科学的一大创举。文章简要论述了塔尔斯基真理论的主要内容,从逻辑语义学的诞生和语言层次论的提出两个方面对塔尔斯基真理论作了评价。     

虚拟语气的评价意义

本文从态度、介入和分级意义三个方面分析虚拟语气的评价意义。虚拟语气是动词的一种特殊形式,用来表达说话者的愿望、请求、意图、建议、惊奇、设想等不可能的事实的情况,以及在说话人看来实现可能性很小的情况。通过虚拟语气表达的是强烈的愿望、失落、遗憾、不满等情感意义和对事物作出的关于其价值的鉴赏意义,以及关于人的行为的判定意义。     

论教育评价标准确立的基本准则

教育评价标准是教育评价活动得以展开的逻辑前提；科学地构建评价指标体系，则需要做到“六个统一”，即根本标准与具体标准的统一、定性分析与定量分析的统一、实用性(价值性)与可行性的统一、抽象性与具体性的统一、独立性与相容性的统一、现实性与发展性的统一。     

教师评价模式:合同计划法

合同计划法源于美国,其代表人物和倡导者是美国康涅狄格大学教育学院的爱德华·伊沃尼克。作为一种教师评价模式,合同计划法已经并且正在被许多国家的中小学所采纳。它在促进教师专业发展和提高学校教育质量方面获得了普遍的成功。一、合同计划法的前期准备1.确定教师评价的目的合同计划法主要包括如下评价目的:●鼓励教师开展自我评价。●提高教与学的质量。●促进教师的专业发展。●提高教师的地位。●奖励优秀教师。●调整教学安排和教学任务。●保护教师个人利益和学校组织利益。2.制定《岗位介绍》《岗位介绍》即岗位条例。它依据办学…     

The New Journal of Jewish Education at Ten: An Appraisal

This article documents the Journal of Jewish Education’s acquisition by the Network for Research in Jewish Education, in 2004, and evaluates the contribution of the re-launched Journal to the field of Jewish education. I explore how the Journal contributed over the past decade in three discrete yet often overlapping areas, thereby realizing its editors’ vision. First, the Journal of Jewish Education became the venue for conversations between researchers, practitioners and funders about the direction of Jewish education research and policy; second, it became an outlet for the sharing of research and other Jewish education scholarship; and third, it became a venue where scholars introduced research and theoretical constructs from the field of general education and sought to demonstrate their relevance to Jewish education. Finally, I suggest some reasons why the editors had less success in realizing a fourth goal for the Journal; that is, making it a forum for new ideas and the charting of new directions in research and practice.