湖北工业大学工程技术学院

院校概况湖北工业大学工程技术学院是以本科教育为主的高等学校(独立学院)。学院2002年8月经湖北省教育厅批准,2004年2月获国家教育部确认,是首批获湖北省政府批准的8所独立学院之一。     

大中城市实施一体化教育

近些年来，我国的特殊教育有了长足的发展。一体化教育作为一种特殊形式不但使残疾儿童在普通学校课堂上接受全面的教育帮助，也成为全民义务教育的基本要求和素质教育的重要组成部分。对较发达的大中城市而言，“普九”达标之后，全面推行一体化教育就具有更重要的意义。     

DEPRESSION AND RELATIONAL HEALTH IN ASIAN AMERICAN AND EUROPEAN AMERICAN COLLEGE WOMEN

Research consistently demonstrates elevated rates of depression among college‐aged women, yet evidence of racial differences in depression among this population are poorly understood. Moreover, the correlates of depression among Asian American women are also understudied. In this exploratory analysis, we examined mean differences in depression levels in a sample of Asian American (n = 117) and European American (n = 257) students from a women's liberal arts college. We also estimated associations between depression and relational health in three types of relationships (mentor, friend, and college community) using ordinary least squares regression. Relational health was examined as a buffer (i.e., moderator) against depression. Results indicated no differences in depression levels between Asian American and European American women. Relationships with the college community were associated with lower levels of depression in both groups of women. Limited evidence suggested that relational health served as a buffer. Results are discussed in light of interventions for college campuses.     

AN ATTITUDE STUDY OF STUDENTS IN A COMMUNITY COLLEGE,A STATE UNIVERSITY,AND A TECHNICAL INSTITUTE

The purpose of this study in college student culture was to determine whether students entering different types of postsecondary institutions have value systems and/or personality characteristics which differ according to the type of institution they select An assessment of the attitudes and traits students bring with them to college was made at a comprehensive state university, a technical institute, and a community college.

The 16 Personality Factors Test of the Institute for Personality and Ability Testing (16 PF of the IPAT) was administered to 269 students in selected freshman level mathematics classes at the three schools. Individual factor scores were used to compute group means for each type of school on the 16 personality factors. The t test applied to differences in group means revealed significant differences (p < 0.05) among groups on several factors. The results support the hypothesis that student personality factors are related to the type of college selected.

If further research as recommended by the authors reinforces these findings, there are implications for many areas of the educational experience; e.g., college selection, programming activities, choosing instructional methods, counseling.     

DEVELOPING AN INTERDISCIPLINARY GERIATRIC CURRICULUM: THE PERILS AND PAYOFFS OF COLLABORATION

Almost all of the emphasis within interdisciplinary education in geriatrics has focused on the training of clinical teams, to the exclusion of an appreciation for the unique issues facing educational teams. This paper explores the perils and payoffs of the development and implementation of an interdisciplinary curriculum by an inter-institutional faculty team at the Rhode Island Geriatric Education Center (RIGEC). Following a discussion of the principles and concepts guiding the development of the curriculum - an interdisciplinary team approach, a goal-based focus, and continuous quality improvement - the structure and implementation of the curriculum development are described. Special attention is directed toward process and outcome evaluation issues. Lastly, recommendations related to the educational team process are suggested as guidelines for faculty developing academic teams in gerontology and geriatrics. Overall, the unique and multifaceted challenges of educational teams are highlighted and lessons learned from the RIGEC experience summarized.     

PARTICIPATION AND CONTENT IN COMMUNITY AND TECHNICAL COLLEGE BOARD MEETINGS

This study examined meetings of North Carolina community and technical college boards of trustees, focusing on the participation and contributions to the content of those meetings by board members. The boards represented smallest to largest institutions, in the eastern, central and western regions of the State. They met morning, mid‐day, afternoon and evening on a monthly, bi‐monthly, and tri‐monthly schedule from August 1986 through February 1987. Attendance was high, with few late arrivals or early departures. All agendas, ranging from 6 to 18 items, were completed in 50 to 115 minutes, with limited comments or questions by trustees. Members initiated little during the meetings and provided little evidence of use of sources of information from other than their college personnel.

It is suggested that meeting at least monthly for at least 1 1/2 hours (mean for the study was 73 minutes) could encourage more initiating contributions by members. Boards should consider regular examination of the processes of their subcommittee and full board meetings to determine their effectiveness and member satisfaction with them. Orientation of new board members should stress the importance of members seeking relevant information to contribute or undergird their participation in board meetings.     

CURRICULUM‐PROPOSAL FOR THE INTEGRATION OF INFORMATICS INTO ENGINEERING PROGRAMMES OFFERED AT COLLEGES AND UNIVERSITIES IN DEVELOPING COUNTRIES

As a contribution to the narrowing of the technological and economic gap between developing and developed countries, the author has proposed and designed a three‐to four‐semester curriculum intended to integrate informatics into engineering course‐programmes in the universities of developing countries. The curriculum in question, the implementation of which in a number of universities would be a contribution of the Federal Republic of Germany to university training in developing countries, was presented at an international workshop held at the University of Harare (Zimbabwe) entitled, “Integration of Computer Science into Engineering Education in Africa”. It includes a detailed statement of the objectives of the curriculum, the subject matter to be covered, and the teaching facilities required.     

教学技术在新课程实施中的问题与对策

教师教学技术水平的高低直接影响着新课程改革的结果。本文在对新课程和教学技术的核心内容进行表述的基础上，论述了新课程教学中整合教学技术的相关问题：人本主义教学的核心思想；新课程以人为本思想在教学结果上的具体表现；我国现阶段在新课程改革中面临的教学技术问题及对策；教育技术专业人员在新课程改革中的作用等。     

综合实践活动课程:实质、潜力与问题

综合实践活动是我国新一轮基础教育课程改革的结构性突破。它是一门立足学生的直接经验、回归学生的生活世界、关注学生的亲身实践的课程 ,在重建新时代的课程观、教学观、学习观方面具有巨大的潜力。为保证潜力的充分发挥 ,综合实践活动需要检讨三个问题 :流于技术的操作 ,缺乏整体的规划 ;与学科课程割裂 ,缺乏探究的深度 ;以事实研究为目标 ,缺乏价值的关照。     

THE EMERGING LOUISIANA COMMUNITY AND TECHNICAL COLLEGE SYSTEM: BACK TO BASICS AND DOWN TO BUSINESS

Online Student Service provides all Houston Community College (HCC) students and its surrounding community access to college information 24/7. Queries may be made regarding the admissions process, financial aid, testing, veterans' affairs, international admission, tuition costs, and programs and courses offered at each HCC location. Also available to system users are interactive online advising and access to a variety of general information.     

地震损耗能量的分形与混沌规律在实际结构中的应用

根据 Ed和 Ie动力系统的分形与混沌内在属性——短期演化行为的可预测性和长期演化行为的概率特征 ,分别探讨其长短期行为演化规律 .根据短期行为的预测结果 ,探讨了实际工程结构中的主被动抗震参数控制、在役维护的确定以及系统输入能量优化等问题 ;根据长期行为的概率预测结果 ,对实际工程结构中的抗震设计概率、在役维护概率、地震危险性与地震危害性进行了分析 ,为抗震理论和分析方法以及控震减震规律的实际应用提供了一定的参考价值     

CHALLENGES,ADVANTAGES, AND DISADVANTAGES OF INSTRUCTIONAL TECHNOLOGY IN THE COMMUNITY COLLEGE CLASSROOM

This article takes an historical look at the lessons learned in the 20 years ofcomputer-based technology integration (Valdez, McNabb, Foertsch, Anderson, Hawkes, & Raack, 1999). Interjected are the perspectives of usage during the 15-year implementation within a highlighted school district, including current issues related to their technology plan. Whereas some issues associated with technology use have been evident since its inception, others are just now emerging. By studying the progression from a focus on print automation, to learner-centered approaches, to virtual learning via the Internet, strategies applicable in today's classroom are revealed. The consensus of the accumulated knowledge is analyzed in a look at current challenges and trends.     

IMPLEMENTING COLLEGE AND CAREER STANDARDS IN MATH METHODS COURSE FOR EARLY CHILDHOOD AND ELEMENTARY EDUCATION TEACHER CANDIDATES

This study is purposed to measure the efficacy of implementing College and Career Readiness Standards (CCRS) math standards into math methods courses for early childhood and elementary education teacher candidates at an urban university located in the Dallas and Fort Worth metroplex area. A total of 161 college seniors (teacher candidates) enrolled in the mathematics methods courses for early childhood and elementary education participated in this study. The results showed that incorporating CCRS into the math methods courses was successful as shown by the significant findings between pre- and post-assessments in both skills- and knowledge-associated items. Although only two items were found to be significant between pre- and post-assessments on disposition, teacher candidates showed higher scores in pre-assessments on disposition compared to skills- and knowledge-associated items.     

PRACTICES AND PROCEDURES GUIDING WORKFORCE DEVELOPMENT INITIATIVES IN ONE LOUISIANA TECHNICAL COLLEGE REGION

The study reported in this paper surveyed eight campus deans in the Louisiana Technical College Greater Baton Rouge/Northshore District II Service Delivery Area about the institutional infrastructure for providing workforce training and continuing education to their respective communities. Study results indicated that while all campuses in the District attempted to respond to the customized training needs of business and industry, only a few of the campuses were adequately equipped, staffed, and supported by an effective infrastructure dedicated to delivery of high quality workforce training, including rapid response to inquiries and requests from employers and workers. The study resulted in a regional webpage and portfolio project designed to market a consistent message about workforce training opportunities offered through the Louisiana Technical College District II campuses to support the region as a whole.     

THE PRACTICALITY OF IMPLEMENTING CONNECTED CLASSROOM TECHNOLOGY IN SECONDARY MATHEMATICS AND SCIENCE CLASSROOMS

Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology.     

广西中小学教师实施新课程的心理适应性调查及调适研究

由于新课程的实施与原有的教育环境、教育观念、评价标准、教育自身的条件都可能存在矛盾与冲突，因而，在推进基础教育课程改革的进程中，教师对新课程的心理适应性的问题显得尤为突出。运用团体测量法和个人访谈法对1679名中小学教师实施新课程的心理适应性进行了研究。结果表明，广西中小学教师实施新课程的心理适应性整体上呈良性发展态势，表现在大多数教师对新课程普遍持认同态度并积极接受，且有良好的自身发展规划、合作意识和学生观。但不可否认的是，新课程的实施同样也给教师带来了一定的心理压力。     

创新教育中大学生智力培养的理论前提与措施

智力是当今社会成为人们十分关注的概念，因此，研讨智力具有重要的现实意义，特别是创新教育中的意义非常明显。笔者立足于更深层次的分析，从智力的内涵、智力结构理论、智力发展的特点以及大学生智力的开发与培养等方面加以探讨。