教育硕士在指导师范生教学技能训练中的作用

2003年3月,我校部分教师参加了安徽省教育厅专家组,赴部分地市对省级课改实验区课程改革工作情况展开评估工作,并就“近年来高师院校的师范专业毕业生是否适应新课程要求”进行调研。对高师教育面对新一轮基础教育课程改革暴露出来的问题进行了分析研究,并提出了相关对策建议。     

Determinants of timely completion: the impact of Bachelor's degree programme characteristics and student motivation on study progress

Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics, student ability, motivation, academic performance and academic pressure were collected from 168 first-year students six months after the start of their studies. Analysis of the effects of degree programme characteristics and students' initial motivation on study progress shows that study progress mainly depends on ability, timely completion goals and transparency of assessments. The study also shows that transparency of assessment procedures considerably lowers fear of failure and academic pressure.     

Investigating the experiences of foundation degree students progressing to an honours degree: an integrated approach

Progression from a foundation degree to an honours degree has become an increasingly popular pathway through higher education. The route creates dual institution scenarios in which students can progress from a further education institution to a higher education institution. This paper reports on research into the academic and social integration of progression students into a higher education institution to complete their honours degree. It highlights the ways in which progression students face many first year issues whilst completing the final stage of their higher education studies and possible ways of addressing these issues. The evidence presented here suggests an explicit need to recognise not only the academic and social issues of progression, but also how these relate to the wider physical and cultural changes experienced. It also suggests that these issues are often overlooked by research which focuses almost exclusively on variables affecting the retention and attrition of traditional first year students.     

高职院校学生党员发展问题的思考

随着高等职业教育的迅速发展,高职院校在校学生的数量成倍增加,学生党员发展工作存在着一些薄弱环节。如何以邓小平理论和“三个代表”重要思想为指导,加强和改进高职院校学生党员发展工作,把更多优秀的符合党员条件的大学生吸收到党的队伍中来,是高职院校学生党建工作面临的重要课题。     

Examining the nature and effects of feedback dialogue

Research has conventionally viewed feedback from the point of view of the input, thus analysing only one side of the feedback relationship. More recently, there has been an increased interest in understanding feedback-as-talk. Feedback dialogue has been conceptualised as the dynamic interplay of three dimensions: the cognitive, the social-affective and the structural. We sought to explore the interactional features of each dimension and their intermediary effects on students. We analysed students’ feedback dialogue excerpts as cases using interactional analysis. Analysis involved iterative inductive and deductive coding, and interpretation of feedback texts generated in an online course. The cognitive, social-affective and structural dimensions were interwoven within excerpts of feedback dialogue with effects on learners that extended beyond the immediate task (e.g. reframing of learners’ ideas, critical evaluation). The interactional features of each dimension include: cognitive (e.g. question asking, expressing oneself); social-affective (e.g. disclosure, expressing empathy); and structural (e.g. longitudinal opportunities for dialogue, invitational opportunities). The study provides evidence that strengthens the call for reconceptualising feedback as a dialogic and relational activity, as well as supporting the view that dialogic feedback can be a key strategy for sustainable assessment.     

专业学位研究生教育中的工学矛盾

专业学位研究生教育中存在着工作和学习的矛盾,缓解工学矛盾无疑是教育应该考虑的问题,不能让工学矛盾影响教育质量。现实中出现了以牺牲教育质量为代价缓解工学矛盾的现象,影响了专业学位研究生的培养质量。这其实是教育自身出了问题,是专业学位研究生教育缺乏刚性的规范和标准,缺乏严肃管理。工学矛盾和教育质量是两类问题而不是两难问题。     

我国高等教育大众化进程中地方高等教育的发展

我国实施高等教育大众化发展战略以来,地方高等教育获得了长足发展,成为大众化的重要推动力量,其与地方社会经济发展的联系进一步加强,管理体制和投入体制改革有了新突破。但同时也存在质量不高、区域特色不明显、经费结构不合理、区域差距不断扩大等诸多问题。为此,需进一步优化地方高等教育发展的政策环境;不断加大对高等教育发展薄弱地区的扶持力度;努力培育区域特色,挖掘地方高等教育的生长点;进一步拓展地方高等教育的筹资渠道,不断提高办学效益。     

利用马尔科夫过程预测景电灌区土地利用景观格局的变化

在RS与GIS技术的支持下,利用景电灌区1999年、2006年两期Landsat TM影像数据,通过目视解译获得研究区1999年到2006年灌区的土地景观转化数据,在此基础上利用马尔科夫预测模型模拟和预测景电灌区的土地景观变化.结果表明:在忽略政策、自然因素等的干扰下,随着灌区的进一步开发建设,耕地、建设用地逐渐增多,草地和未利用地持续下降.     

论学位的本质

学位是学术的体现,与高等教育及其管理有着密切联系。学位实际上是个体通过教育这一实践活动追求学术和社会通过管理活动评价学术而产生的,是在与“个体”、“教育”、“学术”、“社会”、“管理”等因素的关系中实现的,是学者个体通过教育活动追求学术的外化形式与社会通过管理活动评价学术的认可形式的统一体。     

Early understandings of simple food chains: A learning progression for the preschool years

ABSTRACT

Aspects of preschoolers’ ecological understandings were explored in a cross-age, quantitative study that utilised a sample of seventy-five 3- to 5-year-old children. Specifically, their concepts of feeding relationships were determined by presenting physical models of three-step food chains during structured interviews. A majority of children, particularly 5-year olds, were capable of grasping concepts inherent in food chain topics that are scheduled to appear later in their schooling. In part, age differences in children’s reasoning can be accounted for by attentional theory based on evolutionary predator avoidance adaptations, which tended to become significant at 5 years. Data suggest that these aspects of preschool ecological education could be increased in sophistication, thus accelerating children’s understandings about the environment beyond what is currently the case.     

Significant events and the role of emotion along doctoral researcher personal trajectories

ABSTRACT

Background

This study focuses on furthering the understanding of doctoral researcher development, through the examination of significant events and application of the trajectories analysis framework. Conducting doctoral studies requires a high level of cognitive, personal and emotional competency. Students experience positive and negative emotions that affect their confidence and their performance, in both their doctoral studies and their personal life.     

The nature and implications of the growing importance of research grants to Canadian universities and academics

This paper analyzes a significant but virtually unexplored recent development within Canadian higher education, namely the growing importance of research grants to universities and academics. It addresses three main questions. First, the paper examines why and how research grants are becoming more important to Canadian universities and academics, focusing in particular on the role played by federal higher education policy. Next, it explores how the growing importance of research grants is transforming relations between and among the key players in Canadian higher education and academic research, including university administrators, academics, government, and the broader community. The paper’s final section takes up some of the actual and potential implications of these changes and raises concerns about detrimental effects on Canada’s universities and citizens. Prospects and possibilities for reform are also addressed.     

建立和完善实践教学评价机制的思考

实践教学是我国社会转型期成人高等教育发展的瓶颈之一。目前国内成人高校在推行实践教学工作中,普遍存在着认识不足、基础设施欠缺、师资缺乏和管理不够规范等问题,这在相当大的程度上影响了实践教学的应有效果。本文针对这些问题,提出建立和完善实践教学评价机制,希望通过规范引导端正思想,通过跟踪考核强化效果,通过监督管理和表彰激励激发活力,推动成人高校深入开展实践教学,为社会发展培养更多的有用人才。     

Power,pedagogy and the personal: feminist ethics in facilitating a doctoral writing group

The paper explores questions of power arising from feminist facilitators running a doctoral writing group at a UK university. Butler’s [2014. Re-thinking Vulnerability and Resistance. [Online]. Accessed September 12, 2017. http://www.institutofranklin.net/sites/default/files/files/Rethinking%20Vulnerability%20and%20Resistance%20Judith%20Butler.pdf] theorisation of precarity and vulnerability inspired us to re-think normative constructions of research writing and the academic identities and subjectivities this presupposed. Our doctoral writing group was imagined as a space to think collectively and reflexively about the thesis, the multi-faceted power-dynamics at work in its production, and our relations to the text as both writer and audience. This paper antagonises some of the pedagogic consequences of inviting seemingly ‘personal’ matters into the space of the writing space and, subsequently, the doctoral text itself. We speak back to discourses that position doctoral writing as always and only an individual, and individualising endeavour, that eschews encounters with the personal and relational. Indeed, we recognise that configurations and spaces for research writing are always ‘political’.     

福建省高等教育与经济增长的协调度研究

本文从福建省高等教育和经济增长的现状入手,利用复合系统整体协调度原理,研究测算1994-2004年福建省高等教育与经济增长之间的协调度,揭示两者之间的协调度较低但基本呈现出逐年提高的态势,并探讨了相应的政策建议。     

Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK

This paper aims to explore democratic values in higher education pedagogies, as related to an Early Childhood Studies (ECS) degree course in an English university. It seeks to find out what constitutes a multi-disciplinary course from both student and tutor perspectives. It is contextualised by the concepts of participation embedded in the idea of multi-professional team work, in order to establish how these ideas could contribute a strong ethical focus to the concept of multidisciplinary study. The study was designed within the paradigm of participatory action research and findings suggest that, although students make links between different disciplinary discourses, tutors feel that their professional identity and knowledge can be constrained by the course structure. The paper suggests that more work needs to be done on the validation of early childhood courses to allow opportunities for multi-professional working to be modelled.     

Defining the nature of blended learning through its depiction in current research

ABSTRACT

Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.     

关于高职教育的性质、定位与特色建设问题

高等职业教育作为高等教育一种新的类型,在高等教育大发展的短短五年里,已经成为我国高等教育的"半壁江山"。高等职业教育的迅猛发展,不仅远远超前于办学条件的发展,而且也使得高等职业教育的理论准备略显滞后,因此在高职教育的性质、定位以及特色建设等方面都存在一些模糊的认识和做法。通过把高职院校置于高等职业教育系统、高等教育系统以及社会系统的三个系统中进行分析,提出了高等职业教育的八个性质、八个定位和八个特色建设的问题,并进一步讨论了它们的内涵及内在联系。     

中小学教师在职攻读教育硕士专业学位的职业承诺和离职倾向

通过对737名中小学教师在职攻读教育硕士专业学位的职业承诺、组织承诺和离职倾向的问卷调查,结果发现:(1)教育硕士具有较高的职业承诺和组织承诺。(2)教育硕士的离单位倾向处于一般水平,离职倾向较低。(3)教育硕士的职业承诺、组织承诺与离职倾向存在显著的负相关。     

大连市软件产业高技能型人才培养与市场需求拟合度研究

大连软件产业发展对软件高技能型人才培养提出了更高的要求。通过对高职人才培养与市场需求的拟合程度进行调查和定量分析,发现了当前高技能型人才培养中的问题并提出了解决问题的对策。