博士生可迁移能力培养:张力及消解

注重可迁移能力的培养已经成为最近三十年主要博士生培养国家的教育新动向。改革的形式多种多样,其主要目的在于应对博士就业多元化的趋势。在改革实践中,存在着多种张力。可迁移能力的概念本身就存在理解多元化和外延泛化的缺陷。培养博士生可迁移能力的缘由存在短板论和全人论的冲突。培养模式存在附加式和融入式的争议。可迁移能力的评价则有分散式和整合式的差异。应正视这些张力并从培养单位和博士生自身角度进行有针对性的消解。     

浅析可迁移性技能的培养

本文通过对本人在大学担任计算机系专职教师的教学总结,阐述了传统"填鸭式"的教学模式很难培养学生的各方面能力,但在教学中使用合作、问题驱动、探究等教学方法,则会提高学生的可迁移性技能,激发学生们的学习动力并大大提高学生在今后社会工作中的适应性。     

提升教师个人魅力的技巧

每一位教师都希望自己有扎实的教学基本功,坚实的理论基础,蓄势待发的满腔热情,得体而不俗的穿着打扮,美妙动听的声音,落落大方的举止,文明有度的手势,或者一个善意的笑容,一个赞赏的目光……这些都是我们给学生好印象不可缺少的因素。正是这些因素,塑造了教师的人格魅力,拉近了与学生之间的距离。     

技能大赛引擎学院教育教学改革 促进培养质量提升简

职业院校将技能大赛的项目成果引入课程建设,强化课程文化特色,加快课程改革的步伐,不仅是推动职业教育发展的需要,也是提升生产力水平,为国家建设和社会发展培养数以亿计的产业大军的需要。全国职业院校技能大赛也促进了工学结合、校企合作。通过承办大赛,不仅提升了教职工服务能力,更充分展示了学院广大师生奋发向上,锐意进取的精神风貌和团队合作的风范和敢打硬仗善于攻坚的优秀品质。     

Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities

A systematic study was carried out to investigate the basic counting and number skills, and the strategies used in counting and number tasks of students with moderate intellectual disabilities at different age levels. Using Fuson's (1988, 1992) number–word model, students' understanding and use of number words were examined in four situations (sequence, counting, cardinal, and symbol). Thirty students with moderate intellectual disabilities (IQ of 36–54) aged between 7 and 18 years were interviewed individually and their counting skills and concepts of number assessed by various number tasks. Results showed a significant difference between the three age groups on all the number skills assessed. Specifically, the learning pattern for the sequence of number–words and the kinds of correspondence errors made were similar to those of students with normal intelligence; one-to-one correspondence and stable-order principles were used and the cardinal principle was understood. Recommendations were made concerning the education of students with moderate intellectual disabilities in aspects of numeracy.     

An Analysis of the Accreditation of Transferable Skills in Extra Curricular Activities within Higher Education

This paper examines an established Student Tutoring programme in the higher education sector. In particular it investigates the methods by which the development of key skills in participating Student Tutors may be assessed and examines the procedures available for a Student Tutoring scheme to gain accredited status. In light of the recognised deficit in certain transferable skills amongst graduates, this paper also aims to encourage administrators to take the tutoring framework a step further, giving selected student participants the opportunity to gain management experience through overseeing aspects of a tutoring scheme.     

论知识经济条件下高校图书馆馆员素质的提高

文章论述了知识经济的涵义、特征,分析了高校图书馆员队伍的现状及特点,指出了高校图书馆员在知识经济时代中应加强馆员素质的提高及途径。     

提高学生就业能力的新路径研究

培养高技能人才要确定专业核心能力,根据核心能力培养的需要开发工学结合课程,在教学中突出专业核心能力的培养;学生可根据自己的实际情况自主选择学习内容,构建自己独特的知识、能力结构,以解决某一方面的实际问题为目标,有所为、有所不为,一专多能,差异发展,使自己某一方面或几方面的实际能力达到技师水平。据此,应明确能力学分的概念,用能力学分评定学生核心能力的掌握程度及核心能力课程的学习程度。     

Pieces of the Puzzle: Measuring the Personal Competence and Support Needs of Persons With Intellectual Disabilities

Theoretical and empirical efforts to develop valid methods by which to identify people with mental retardation and related disabilities have been underway for approximately 100 years. Recently, there is a growing consensus that mental retardation is best conceptualized as significant limitations in the multidimensional construct of personal competence. In addition to physical competence, personal competence is conceptualized to include, at the broadest level of conceptualization, the domains of conceptual, practical, and social intelligence. Due to limitations in personal competence, the defining characteristic of persons with mental retardation is an ongoing need for types and intensities of support that most others in society do not require. Current models of personal competence are described and the types of measurement tools available to measure essential dimensions of personal competence are discussed. Additionally, a systematic approach is described for assessing support needs and developing plans to meet these needs.     

工具与技巧:职业院校教师如何提升个人知识管理能力(下篇)

针对职业院校教师选用个人知识管理工具过程中存在“贪多、滥用、误用、追新、跟不上形势、缺乏灵活性、不注重经济性”等误区,总结提出“扬长避短、互补配合、灵活组合,学得会,用得上、用得起、用得好,减轻负担,提升创造性,促进发展,契合性,整合性,进阶性,适时更新”等原则,阐述了个人知识管理工具的分类、功能特点及适用范围,分享了个人知识管理常用工具的运用技巧。     

关于变换群的可迁性

本文给出了变换群可迁地作用于集合上的相关概念,研究并证明了变换群可迁性的几个重要性质,推广了文[2][3][4]中的某些结果.     

选词和翻译技巧

动词在语言表达中具有十分重要的作用。在将英文作品翻译成中文时 ,必须认真吃透原文 ,领会有关强意动词的“形”和“神”,然后以恰当的汉语形式进行表达 ,以收到形神兼备之妙     

个人数字图书馆与个人知识管理

通过论述个人知识管理的内容,分析研究个人数字图书馆的概念、特征和服务功能,总结出个人数字图书馆是实现个人知识管理的有效工具,它是提高个人工作效率,增强个人竞争力的得力助手。     

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour significantly improved during the intervention.     

高职学生可迁移素养的内涵与培养路径

可迁移素养是个体在应对新情境和完成复杂任务时所表现出的综合品质和关键能力,其构成要素体现为情境适应与灵活性、问题解决与进取性、思维进阶与创新性,是高职学生满足社会需要和个人发展应具备的核心素养。在我国落实立德树人、培养核心素养的教育背景下,高职院校应将可迁移素养融入人才培养的整个过程,通过以素养导向确定培养目标、以迁移线索建构课程体系、以迁移思想设计课程要素、以迁移策略改进教学方式、以深度学习促进学习转化、以表现性评价监测素养等形成的路径,实现高职学生可迁移素养的培养。     

知识产权与知识产权犯罪

知识产权源于18世纪的德国,中国大陆起自20世纪70年代。由于不同国家的社会、经济、文化和科学技术发展水平不同,法律确认的知识产权的范围也存在差异。在我国,知识产权是一种民事权利。与其他民事权利如物权、债权和人身权利相比,知识产权具有自身的特点。修改后的刑法分则对侵犯知识产权罪共规定了7个具体的犯罪。构成知识产权犯罪必须具备四个要件。界定了知识产权犯罪的必备条件,对于我国加入WTO后,司法机关应对知识产权犯罪活动,追究知识产权犯罪行为,具有重要的理论和实践指导意义。     

试论知识经济时代的知识产权法

知识经济作为新的经济形态,有着它特有的经济基础结构与法律制度体系,在法律制度体系中,知识产权法与科技、经济有着特殊的关系.近年来,为适应加入WTO的要求和履行TRIPS有关规定,我国不断加大知识产权保护的力度.分析了知识经济时代我国知识产权法的发展现状以及完善知识产权法需要注意的一些问题,旨在引起更为广泛的思考.     

数控技能鉴定考试中应试技巧

数控技能鉴定考试仿真操作要求学生在规定时间内完成给定零件图纸的编程及加工操作。本文总结在鉴定考试时关于数控机床操作过程中几个应试技巧,以期给授课教师和参加数控技能鉴定考试学生提供方法和思路。     

Sharing Knowledge and Skills

Abstract

School-based practitioners, including social workers in social service centers for youth, are responsible for helping Ukrainian families and children cope with the consequences of the 1986 Chornobyl power plant disaster. In this paper we describe the design and implementation of intensive training seminars for these practitioners. We used a collaborative educational method that we have found useful for training social workers in Vietnam and the United States to create empowering learning environments. Preliminary feedback suggested that the training was successful, and participants acquired new knowledge and skills.