浅议高职教育中的专业英语教学

本文针对目前高职教育专业英语教学中暴露出的问题,从教学方法、教学内容,教材建设、考核方式、师资建设等方面提出了自己的一些建议.     

Individualizing instruction in higher education: A review

The salient characteristics of a variety of approaches to individualizing instruction are described and their respective merits with regard to higher education discussed. The review includes: programmed instruction, computer-assisted instruction and -management, information retrieval systems, audio-tutorial and modular instruction, contingency management and contracting, and personalized and individually prescribed instruction. While these approaches differ from each other in some respects, they all share an overriding concern for individual differences among students and seek to better adapt instruction to the learner.A section on general issues regarding the degree of individualisation, the role of the professor, institutional support for improving instruction, the role of the student, content and method, evaluation, and the future of individualized instruction concludes the review.Formerly, Centre for Learning and Development, McGill University, Montreal, Quebec, Canada.     

Modular instruction in higher education: A review

The principles and purposes of modular instruction (MI), its advantages for both students and instructors, and a comparison between the conventional and modular approach are presented. Separate sections deal with implementation and management of MI and include a discussion of evaluation and cost. Several examples of modular formats in use at North American universities are described.Present evidence suggests that MI meets the needs of today's students more adequately than traditional instruction both with respect to the quality of learning and the content. However, certain problems may arise in implementing MI. These are presented from the perspective of the student, instructor, and administrator. Given its emphasis on individualized learning and its adaptability to large numbers of students, MI has emerged as one of the most promising alternatives in higher education today.     

关于高等教育改革与发展几个问题的思考

21世纪的高等教育要适应社会经济的变革与发展 ,顺利实现大众化教育的发展目标 ,必须全面推进素质教育 ,不断深化教育教学改革 ,强化师资队伍建设 ,注意解决高校连续扩招给高等教育可持续发展带来的一系列问题 ,以培养学生的创新精神和实践能力为出发点 ,通过教育创新实现创新教育 ,培养和造就高素质的创造性人才     

我国法学高等教育的几个问题

针对当前我国法学高等教育本科培养目标定位不当、培养模式单一与培养途径混乱并存、师资队伍的知识结构不能适应目标模式转向三个问题,提出相应的解决方案。     

Short-cycle higher education: Purposes and issues

This article deals with a worldwide movement called short-cycle higher education - a level of education placed between post-compulsory/post-secondary education and university degree completion. Three types of short-cycle institutions are examined and evaluated: (1) extensions of secondary education, (2) expansions of universities and other senior institutions, and (3) units separated from existing schools.Purposes of short-cycle higher education are next discussed, and finally, major issues are identified, and directions taken by various nations contrasted. Particular attention is given to the relationship between short-cycle and university education referred to as articulation and transfer.     

Criticality in international higher education research: a critical discourse analysis of higher education journals

The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior.     

高职院校体育教学改革初探

详细分析目前高等职业院校体育教学中存在的各种弊端，通过对番禺职业技术学院体育教学内容进行四项改革和建设的探讨，建立起“淡竞技，重健身，强素质”的教改方案，初步将“竞技型”体育课向“健康型”转轨，进一步丰富和完善了高等职业院校体育教学改革内容。     

The language question in higher education: trends and issues

Nowhere is the language scenario and the problems associated with it as complex and controversial as in a multicultural and linguistically diverse country like India. Since language is the medium through which educational transactions take place, the vicissitudes of language and the language controversies have had a significant bearing on the structure, process, and outcome of her educational endeavour. This article examines the various issues and trends in the language conundrum vis-à-vis education in general and higher education in particular. Broadly, it is divided into four parts. The first part provides a brief sketch of the background and context in which the linguistic imbroglio in higher education becomes meaningful. The next two parts deal respectively with the twin aspects of the language problem in relation to education, namely, language instruction and language as a medium of instruction. The concluding part recapitulates the scenario and delineates the dilemmas of policy perspective.     

Quality issues in the internationalisation of higher education

Although the quality issue has become a central preoccupation inother domains of higher education, current internationalisation policiesand practices in higher education have developed without much concernfor quality assurance. The central thesis of this paper is that we havecome to a point in the development of higher education whereinternationalisation policies and practices face the limits of theirdevelopment unless the quality challenge is addressed in all itsconsequences. The paper first provides an overview of contemporary formsof and recent developments in internationalisation in higher education.From more or less `traditional' forms such as student and teaching staffmobility, internationalisation policies and practices nowadays move intoactivities such as exporting higher education via branch campuses andinstitutional co-operation, developing transnational university networksand virtual delivery of higher education, and the harmonisation ofhigher education systems. In these recent developments several issuesand challenges arise, which in one kind or another have direct links tothe quality challenge. The quality of internationalisation policies andpractices itself is an important problem, but of more importance are theissues of the recognition of foreign diplomas and degrees and therecognition of credits and credit-transfer. This paper takes a criticalstance towards for example the ECTS, which tries to solve these issueswithout much concern for quality. The way out lies in an integration ofinternationalisation policies and general quality assurance practices atinstitutional and policy levels.     

素质教育中的几个心理学问题研究

素质是心理学研究的一个课题，心理素质是素质教育的一个主要内容。素质教育应注重培养学生的学习兴趣，让学生扬长避短、发挥优势。实现素质教育的关键是教师素质的提高。     

论高等职业教育人才观、教学观和质量观

高职教育的人才观、教学观和质量观制约其发展。高职教育人才应具有兼容性、倾向性和伸缩性;高职教育教学过程应关注人性,教学习得应重视隐性,教学内容应强化术性;高等职业教育质量应具有适应性、多样性和复合性观念。     

关于高等教育中两个根本性问题的思考

就高等学校开展的学习实践科学发展观所围绕的"培养什么人,怎样培养人"与"办什么样的大学,怎样办好大学"这两个根本性问题各自本身的以及它们与素质教育之间的关系展开讨论.首先,就前一根本性问题与文化、教育、高等教育、素质教育、人的全面发展以及它们之间的关系进行了讨论;其次,就后一根本性问题与高等教育、高等学校以及它们之间的关系进行了讨论;最后,就素质教育、文化素质教育以及与两个根本性问题之间的关系进行了讨论.     

Indigenous innovations in higher education: Local knowledge and critical research

International Review of Education -