师范类专业认证背景下教师教育质量评价与保障研究

本研究在师范类专业认证火热开展的大背景下,对作为教师教育外部质量保障的师范专业认证作深入探讨和分析,挖掘师范类专业认证所力促的高师院校教师教育内部质量保障的模式、内容和要点。同时深入思考通过师范类专业认证高师院校内外部质量保障值得注意的几个问题,并对师范类院校如何提升教师教育质量保障水平提出相应的对策建议。     

新升本科师范院校应用型人才培养对策研究

新升本科院校是地方性的专科院校在办学层次上的提升,对地方经济和社会发展起着至关重要的作用。升格为学校开拓了更广阔的发展空间和发展前景,为学校提供了良好的机遇,但由于新升本科师范院校升本科时间短,存在着教育理念落后、办学定位偏差、科研经验欠缺,管理落后等方面的问题,因此,必须更新教育理念和办学思路、明确办学定位、完善科研评价机制,改善管理方法,实现教育理念、办学定位、教育资源、管理水平四个方面的升格与转型。该文将针对新升师范类本科院校的问题,提出新升本科师范院校的发展策略,以实现新升本科师范院校科研健康发展,促使新升师范类本科院校转型达到本科教育的要求与水平。     

专业结构转型是师范类地方新建本科院校的必然选择

一、师范类地方本科院校内涵发展面临的困境 师范类的新建本科院校在内涵发展提高质量问题上应该做什么、怎么做,是我们经常考虑的问题,因为较之于其他类型的地方新建本科院校,师范类院校在体现地方性、特色性方面难度更大。这主要体现在以下几点。     

新时代地方师范院校教师教育特色的构建

随着我国社会主要矛盾的变化,人民对公平而有质量的教育的向往更加迫切,培养堪当民族复兴大任的时代新人成为高等教育的核心使命。发挥作为高等院校重要组成部分的地方师范院校教师教育的主体作用,需要克服地方师范院校办学的同质化倾向,办出自己的特色。要做到这一点,首先需要从观念上认清地方师范类院校教师教育特色构建的独特价值;其次,地方师范院校要敢于矫枉过正,正视特色构建中系列不足;在此基础上,通过夯实基础,打造特色,实现地方师院院校在教师教育办学中的历史使命。     

专业认证背景下高师院校数学教育专业人才培养目标定位探讨

师范类专业认证是全面贯彻党的教育方针,全面保障和提升师范类专业人才培养质量的重要举措。本文以齐齐哈尔高等师范专科学校数学教育专业为例,围绕“学生中心,产出导向,持续改进”的专业认证理念,基于师范类专业认证标准,依据基础教育发展的需求、学校办学定位以及学生可持续发展的需要,优化数学教育专业人才培养目标定位,促进高师院校数学教育专业人才培养质量不断提升。     

西部地方院校大学竞争力与发展战略研究

我国西部地方院校大学竞争力所面临的主要问题是:办学经费短缺,学科领军人物奇缺,学科发展水平不高,西部地方院校数量较少等问题。高等教育是社会经济发展的助推器,是西部大开发的重要力量。从西部地方院校的学校定位、教育质量、学科发展、师资队伍、制度保障、办学特色等方面提出了西部地方院校的发展战略。     

对师范类高等专科学校办学思路的思考

师范类高等专科学校在陆续被本科院校合并后，既面临着严峻的挑战，也蕴含着难得的发展机逼。我们必须明确办学思路。专心打造办学特色。不失时机地推进教育改革，迅速提高办学质量，积极开展课程设置、教学方法和教学评价的改革。     

地方应用型本科院校内部质量保障体系建设的实践路径——以湖南省为例

质量是高校办学的生命线，内部保障体系的构建与优化关系到地方本科院校的内涵式发展。当前，湖南省应用型本科院校内部质量保障体系的构建与运行实践还存在以下问题：部分院校对内部质量保障体系建设缺乏足够重视；质量制度、质量控制标准与评价体系可操作性不强；质量文化意识有待加强；内生动力需要充分激活等。新时期地方应用型本科院校内部质量保障体系建设可围绕五维度，完善质量管理规范；打造五载体，强化质量文化引领；践行五融入，厚植全员质量意识；优化一平台，形成内部质量保障闭环，从而为地方应用型本科教育高质量发展提供更有效的保障和服务。     

地方高师院校重点学科建设的思考

地方高师院校重点学科建设的重要性，就在于可以强化办学特色、提升办学实力，带动其他学科发展，凝练学科方向、形成良好的学术梯队，是提高科研质量的重要保障。针对目前地方高师院校重点学科建设存在的问题，提出重点学科建设的主要措施，包括完善管理制度，整合科研力量，狠抓学术梯队建设，加大科研投入，创建自身特色。加强重点学科建设是地方高师院校发展的根本出路。     

地方政府在新建本科院校改革与发展中的责任

地方政府是新建本科院校的主要管理者,在促进新建本科院校发展中承担着义不容辞的责任和义务。但从现实看,地方政府在制度保障、资金保障和落实高校办学自主权等方面还存在着责任缺失问题。地方政府应认清自己在促进新建本科院校改革发展中的责任与地位,通过加强制度保障、建立多元化投资体制、落实办学自主权、促进大学生就业、推动新建本科院校与地方经济社会互动等措施,为新建本科院校创造良好的社会发展环境。     

虚拟消去后向关联研究

虚拟消去后向关联包括Celia、Clements、Diezenbacher ＆ vanderlinden、Miller ＆ Lahr产业关联。以中国1987、1990、1992、1995、1997、2000、2002年投入产出表为基础,测算并比较了四种后向关联。就数值而言,大小次序为：D＆V、M＆L法、Clements、Cella法。四种后向关联中,Clements后向关联要明显大于Cella后向关联,Clements、M＆L、D＆V三种后向关联差别不大。利用最终需求消除了规模因素的四种相对后向关联与Rasmussen后向关联的相关系数较高,尤其是Cella后向关联。随着部门分类细化,Clements、M＆L、D＆V三种后向关联之间的差异减小。     

Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

Current educational policy emphasizes "school readiness" of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks-Gunn, &; McLanahan, 2005). The teacher–child relationship is viewed as a critical mechanism for the effectiveness of interventions (Girolametto, Weitzman, &; Greenberg, 2003; National Institute of Child Health and Human Development Early Child Care Research Network, 2003). The purpose of this study was to determine how children's temperament and language skills predict teacher–child relationship quality. The sample consisted of 99 at-risk preschool students. Three findings emerged: (a) bolder children with lower language complexity were more likely to have higher levels of conflict in their relationships with teachers, (b) shyer children with greater language complexity were more likely to have dependent relationships with their teachers, and (c) teacher effects accounted for more of the variance in conflictual and dependent teacher-child relationships compared to children's behavioral inhibition and language complexity. This study shows that teacher-child relationships are multirelational. Individual differences in temperament and language skills affect teacher-child interactions, and ultimately, contribute to the effectiveness of classroom interventions. Such information helps to unpack the complexities of classroom quality by increasing awareness among practitioners of factors contributing to positive teacher–child relationships.     

英语Alliteration ＆ Assonance与汉语“双声、叠韵、同字和叠字”的修辞特征与翻译

英语和汉语分属两种不同的语系（印欧语系和汉藏语系）,并且各自的语音系统不尽相同,所以英语alliteration和assonance与汉语＂双声、叠韵＂的修辞特征既有些许的共性,又存在着跨文化差异,探讨不同语言中音韵美的翻译有利于英语学习者进行有效地跨文化交际。     

论声乐教育的初始年龄

通过对不同年龄群体声乐学习者在生理、心理和认知能力上存在着明显差异的论述,认为儿童、青少年和成人学习声乐各有优势。儿童有习得音乐的潜能,最突出的是儿童能够习得具有目的语(母语)一样的发声,拥有较好的模仿能力、记忆力和敏感的超音乐意识。我们可以期待儿童在生活、游戏及玩乐中习得更多的演唱技能,声乐教师应当对相关因素进行考虑,并采取相应的教育教学策略与方法。     

民间文学艺术私法保护的正当性

法律语境中的民间文学艺术是指在特定的族群间世代相传,体现该族群社会历史和文化生活特点的非物质的艺术表现形式.基于对传统文化的宣传,民间文艺承载了更多的公共需求,但这并不能妨碍其获得私法的保护.团体人格和集体权利在私法制度中的确立,民间文学艺术权利的人权和产权属性,为民间文艺的私法保护打下了正当性基础.     

The Importance and Difficulty of Disciplined Adherence to the Educational Reform Model

Policymakers, researchers, educators, parents, and citizens alike recognize the need for quality programs that address the pressing developmental and learning needs of our youth, particularly those most at risk. Community-based youth programs are being viewed increasingly as a productive means to facilitate the successful physical, social, emotional, and cognitive development of adolescents (Girod, Martineau, &; Zhao, 2004). To address the challenges of growing up in unhealthy environments where high-risk behaviors such as smoking, drinking, experimentation with drugs, physical violence, and unprotected sex can lead to profound negative outcomes, carefully organized and supervised after-school programs have been developed to provide a positive alternative to such problematic adolescent activity (Riggs &; Greenberg, 2004). Notwithstanding, research evidence of program effectiveness—academic and otherwise—is scant, which sets the stage for underresearched after-school programs to be eyed with greater fiscal scrutiny.     

国外金融业并购对我国的启示

国外金融业的并购风起云涌,许多国家为此修改着他们的金融法。通过介绍国外金融业并购的实例,分析这股并购潮的成因;继而结合我国金融业并购的动态,提出了值得我国金融业借鉴的几点启示。     

Rethinking Equity: Preservice Teachers' Perceptions and Practice Around Policy

Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, &; Hill, 1998; Kumar &; Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts. Preservice teachers have limited exposure to policy-related coursework in their professional training (Floden &; Meniketti, 2005) and scholarship is relatively silent regarding preservice teachers' experiences with educational policies and their sense-making process (Spillane, 2004; Weick, 1995; see Heineke, Ryan, &; Tocci, 2015, for a notable exception).

This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to “do” policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training.     

离子极化对P区非金属含氧酸盐性质的影响

离子晶体中阴、阳离子之间因诱导偶极而产生离子极化.一些18电子或18+2电子构型的阳离子与阴离子之间存在附加极化作用,与无机含氧酸根离子结合的H+对中心成酸原子还存在反极化作用.离子极化作用、附加极化作用和反极化作用与化合物的结构、性质有密切的联系,尤其对P区非金属含氧酸盐的溶解性、水解性、热稳定性和氧化还原性质等产生了显著的影响.     

英、汉语中“牛和羊”的图式映射分析

隐喻不仅是一种语言现象,与人类语言的发展规律息息相关,而且也是一种认知现象,与人的思维方式和思维发展紧密相连.根据莱考夫和约翰逊的概念隐喻理论,对英、汉语中的“牛和羊”进行图式映射析比,发现其意象图式结构能从始源域分别被投射到目标域之上,认识周边更加复杂的未知世界.研究结果表明:“许多抽象概念结构部分源起于意象图式结构,抽象思维在一定程度上是隐喻思维”.