文化素质教育应确立全人教育理念

要使文化素质教育更深入更有效 ,必须确立起全人教育理念。当前的大学文化素质教育 ,由于离开大学生整体素质的培养 ,孤立地、局部地进行文化素质教育 ,实践效果欠佳。全人教育理念是对大学教育特别是大学文化素质教育的正确定位 ,是教育者对教育的理想追求 ,它强调的是在文化教养、专业水平和综合素质等方面培养完全的相对完善和完美的人。在全人教育理念与素质教育观的指导下 ,教化、示范、养成是深入开展文化素质教育的基本途径。     

人口素质与可持续发展

可持续发展是得到普遍共识的新的发展思想和未来全球性发展战略。本从人口素质与可持续发展的关系角度,通过对人口素质定义的界定,分析了其对可持续发展的实现途径和支撑能力的作用和影响,论述了人口素质在实施可持续发展战略中的地位和作用。并提出了相应的对策建议。     

The perceived impact of quality audit on the work of academics

Quality audit has become the dominant means of assessing the quality of university teaching and learning. This paper addresses this international trend through the analysis of academics’ perception of quality audit. It presents a new way to understand quality audit through the interpretation of how frontline academics in England perceived and valued the audit culture and its practice. The paper reveals that quality audit was regarded as symbolic regulation instead of power control over the work of individual academics. The increased awareness of the importance of good teaching practice was related to the fact that the internal audit process set up within the institution worked more effectively and was seen as more legitimate than the external one. There is evidence that academics’ notions of professionalism have affected their attitudes towards the audit and its related quality mechanisms.     

Ethical Considerations of Quality in Higher Education

In a paper presented at last year's conference, the author argued that there were at least six definitions implied in contemporary discussions of quality in higher education. The paper suggested that, by accepting quality as a measure of expectation, it was possible to place quality issues at the heart of the formulation of corporate strategy for institutions of higher education. It also argued that the linking of quality with funding mechanisms would be a procedure fraught with both conceptual and practical difficulties. In this paper, it is argued that the current position in the UK, with regard to quality issues, is demonstrating the predicted conceptual confusion and is generating practical consequences which can be catastrophic for the future of the higher education sector. It is proposed that this situation has its roots in a disregard of the ethical considerations involved in the determination of the appropriate concept of quality and its implementation in both national strategy and corporate policy. There are many approaches to the problems of ethics, but for these purposes the simple distinction between the ‘Guardian’ and ‘Trader’ syndromes is sufficient. The former identifies those ethical standards which are appropriate to protective, governmental behaviour whilst the latter concerns standards of behaviour in commerce. Whilst there are common elements, there are also codes of behaviour within each syndrome which are irreconcilable. The paper argues that the proper understanding of quality issues in higher education must be related to the choice of ethical standard, whilst the confusion which currently exists is caused by a reluctance to face up to that choice. It is clear that quality issues can never be ‘value free’: what is less evident is that quality can never be ‘amoral’.     

Measuring the perceived quality of an AR-based learning application: a multidimensional model

Augmented reality (AR) technologies could enhance learning in several ways. The quality of an AR-based educational platform is a combination of key features that manifests in usability, usefulness, and enjoyment for the learner. In this paper, we present a multidimensional model to measure the quality of an AR-based application as perceived by students. The model is specified by a second-order factor (perceived quality) and three dimensions: ergonomic quality, learning quality, and hedonic quality. The purpose of this model is to embody previous research into a coherent framework for the evaluation of AR-based educational platforms and to provide guidance for researchers and practitioners. The model was empirically validated on a Chemistry learning scenario and the results confirm the importance of both the learning and hedonic quality.     

影响电能质量的因素及改善方法

分析了影响电能质量的因素及其危害分类,并结合实际,阐述电能质量的改善、提高方法。同时指出电能质量的综合治理是一种行之有效的新思路。     

The idea of quality in higher education: a conceptual approach

The paper suggests that the idea of quality in higher education is ideologically constructed and conducted. In a spiral of mutual reinforcements, quality regimes naturalise experience, while the theories of that practice legitimise the naturalness of ‘quality’. I shall suggest that quality regimes provide too narrow readings of higher education. The central concepts, which I propose to use – discourse and power – emphasise the connectedness of ideology and quality in higher education. In particular, I suggest that the ideological character of the idea of quality in higher education is evident in discourses – which themselves are interlinked in networks. These discourses and networks are backed up by power and this helps to sustain their ideological character. Thus, this paper attempts two things: to outline a conceptual framework concerning the ideological character of the idea of quality in higher education and to draw attention to the organisation of that ideological formation.     

锻钢轧辊质量控制

本文从制造和使用两个方面对锻钢轧辊的质量控制进行了分析。指出为了保证锻钢轧辊的使用特性,在轧辊制造上应建立严格的质量控制体系,使用上应制定切实可行的轧辊修磨制度。提出了质量控制的要点。     

智能时代数字化学习资源质量评估研究——基于用户体验的视角

智能时代的数字化学习资源质量评估需要更加重视用户体验,且应在借鉴信息资源质量评估相关理论成果、反思现有研究的基础上开展。基于此,文章首先结合智能时代数字化学习资源的特点,依据用户体验层次理论,构建了包含直观体验、功能体验、交互体验、生成体验、情感体验五个维度的用户体验模型。接着,文章参考数字化学习资源质量评估工具,提出了数字化学习资源质量评估的四个维度,即技术支持、界面设计、内容呈现、教学设计。然后,文章将五个体验维度与四个评估维度相交,确定了智能时代数字化学习资源质量的评估指标,并在此基础上设计了智能时代数字化学习资源质量评估模型。最后,文章从教育管理机构、信息化企业、学校、教师、学生的角度,针对智能时代数字化学习资源质量评估的实施提出建议,以期通过多方参与的评估形式来提升数字化学习资源质量和数字化学习效益。     

提高桩基工程质量检测的可靠性研究

本文结合工程实例, 从确定检测方案、提高检测精确度、质量问题分析等多方面论述提高桩基工程质量检测的可靠性.     

远程教育会计专业学生职业素质状况调查研究

文章采用问卷调查的方法,对珠海广播电视大学会计专业学生的职业素质状况进行调查,结果表明,目前对会计专业学生的职业素质教育与职业素质需求之间存在着差距,通过进一步对职业素质具体要素进行差异分析,提出通过创新教学模式加强职业素质教育的建议。     

The role of community feedback in the student example authoring process: An evaluation of AnnotEx

This paper explores a new approach to engage students in authoring educational content. This approach was implemented in AnnotEx (Example Annotator) system, which allows students to annotate computer programming examples with line‐by‐line explanations and review annotations produced by ther peers. A controlled study of AnnotEx presented in this paper evaluated the impact of the community peer‐reviewing process on the quality of produced annotations and student learning. The study confirmed that community feedback increases the volume and the quality of produced annotations and positively affects the work of weaker students. The peer‐rating process enabled the community to distinguish good and bad annotations. Peer comments provided efficient guidelines for improving annotations and caused a significant increase in quality.     

扩展我们的教育质量观：重新发现教育目的

高等教育机构对质量保证日益增加的重视以及初等和中等教育中评估学习成就的重要机构的出现,是教育领域中具有重要发展意义的代表性现象。全民教育(EFA)这一全球性运动表明,人们不仅意识到了世界各地的人们都有受教育的权利,而且承诺将教育扩展到世界各地。本文表明的是,尽管我们取得了重大进展,不容忽视的是挑战依然存在。笔者认为,目前在世界各地兴起的质量保证制度中关于质量构成的理解嵌入了个人主义概念。据此,笔者指出这是远远不够的,其他能够阐释我们作为个体、作为民族以及作为国家身份的更具概括性的概念需要被引入,这样才能获得关于质量的更广泛的观点。     

Quality assessment for placement centres: a case study of the University of Barcelona’s faculty of education

The aim of this research was to identify the factors that could be used for quality assessments of the placement centres used by the University of Barcelona’s Faculty of Education. To achieve this, a multiple case study method (bachelor’s degrees in Education, Social Education and Social Work) was used, which was based on a survey methodology. A questionnaire, which identified seven quality criteria, was applied to 291 placement centres. An analysis of the placement centres’ average quality scores revealed that most of them had high scores for consideration of the training activity, tutor–student ratio, type of placement, capacity of providing career opportunities, the centre’s tutoring, the tutors’ tasks and the coverage of the competences. We considered it necessary to improve the definition of quality placement plans, and the recognition of the tutor’s work at the centre; therefore, this paper proposes an instrument to measure and assess the quality indicators described, aiming at improving the placements system at the University by better connecting universities and centres.     

ISO 9001 Certification in an Academic Unit

The Centre for Industrial Management at Katholieke Universiteit te Leuven has developed, since 1990, a total quality approach in its organization. This process resulted, in 1992 in a total quality system based upon the implementation of a quality handbook. Although there was at the beginning no intention to implement an industry standard in this academic environment, it was decided later to apply for ISO certification. The ISO 9001 certificate was awarded in early 1994. This paper describes this unique experience of ISO 9001 in an academic unit.     

Quality in an Integrated Rural Development Program: the Sierra Leone experience

As part of a longitudinal research study started in 1984, the purpose of this paper is to critically examine the issue of quality in an Integrated Rural Development project in Sierra Leone. An in-depth study was conducted (1990-93) to assess pre-service teacher quality, using two major indices: teacher knowledge base of subject-matter and teacher beliefs about teaching and classroom management. The results indicate that quality is affected by what knowledge teachers possess in a given subject area and their perceptions of teaching. This research is a departure from the traditional areas of looking at quality in education, that is from what happens to students in the education process to the issue of the quality of education teachers receive during their training.     

三种山药生化指标的检测与分析

为寻找山药优良品种,本文比较了武汉市场上河南铁棍山药、湖北武穴野生山药和湖北白沙洲普通栽培山药的鲜品折干率和干品的醇浸出物、多糖、蛋白质等指标。实验数据表明河南栽培铁棍山药与湖北武穴野生山药品质较好。其中湖北武穴野生山药的干品多糖含量比河南铁棍山药高出58.36%,蛋白质含量高出26.75%。因而湖北武穴野生山药的品质最好,且性价比高,是值得推荐的优良品种。     

基于大数据的高职院校教学质量评价体系研究

教学质量评价是高职院校教学质量监控体系的重要组成部分。信息时代,借助大数据的支持构建高职院校教学质量评价体系是必然趋势。基于此,从“搜集数据、分析数据、利用数据”的角度展开研究,提出一种基于大数据的教学质量评价PSRS模型,指出影响教学质量的关键数据来源于过程分析、主体属性、角色认知和环境因素,并在此基础上构建了基于大数据的高职院校教学质量评价体系。该评价体系可以对大数据进行深度挖掘和分析,全面合理地对教学质量进行评价。     

The need for context-sensitive measures of educational quality in transnational higher education

This paper argues that the current approach to educational quality formation in transnational higher education promotes educational imperialism, and that guidelines and practices should be altered to embrace context-sensitive measures of quality. The claims are sustained by findings from a study that investigated how academics understood and pursued educational quality in an Australian university programme delivered in partnership with a Chinese university in China. A key finding was that a home programme functioned as the single reference point for quality in the programme delivered in China. Quality in the China programme was sought through the imposition of practices and philosophies associated with the home programme, which required the suppression of local educational traditions. The paper points out that reliance on a home programme as the single measure of quality is encouraged by governing UNESCO/OECD guidelines on quality in cross-border provision.