大学生学习动机现状调查

以滨州学院的489名大学生为研究对象,以大学生学习动机问卷为调查工具,分析大学生的学习动机总体水平及不同群体大学生学习动机水平的差异。结果表明,大学生学习动机处于中等水平;大学生的学习动机存在一定的性别差异、年级差异和专业差异。     

非正式学习与大学教师学术创新

非正式学习是大学教师学术创新的重要途径。它能够丰富大学教师的洞察想象能力、提高综合交叉能力、发展知识谱系能力、增强学术自主能力、促进合作分享能力、提升反思批判能力,对大学教师学术创新力的提高意义重大。为了促进大学教师更好地开展非正式学习,实现其学术创新,社会、政府和学校应该从转变学习观念、优化学习环境和提高学习能力三方面共同努力。     

高等学校学风建设中强化学生学习动机的探讨

高校学风建设是一项具有战略意义的人才工程,它直接影响高校所培养人才的质量。塑造优良的学风是高校教育管理工作的重要内容。而广大学生又是学风的主体,因此是否能培养学生树立良好的学习动机．是激发学生自主性、积极性和创造性学习的关键。通过研究影响大学生学习动机的社会、学校、个体和家庭等方面的因素,在高校学风建设过程中,不断强亿学生良好学习动机。     

Managing a modern university: is it time for a rethink?

The corporate approaches introduced in the late 1980s and now prevalent in universities in Australia have led to irrevocable changes in the way universities are managed and academics work. The management approaches widely applied in Australian universities are largely based on a top‐down corporate management model, with central control over policy and budget driven by the need to meet stringent external accountability requirements. This form of management rewards compliance and predictability. The economic environment over this period has changed drastically, becoming more global and uncertain. The prevailing management processes are not suited to the modern economic environment. A modern university is expected to operate more as an enterprise, but to do so effectively it needs flexible and responsive forms of management that are more inclusive of academics in the decision making process. This paper explores the organisational management literature and links it to the context in which universities operate. It considers the implications for managers and academics, as key stakeholders in a modern university, in this changeable environment.     

论高校员工绩效考评与行政管理制度创新

通过对高校员工绩效考评现状及其原因的分析,得出影响高校员工绩效考评结果的根源是现行行政管理制度.进而围绕高校员工绩效考评,从变革高校现行行政机构设置的格局,构建有利于高等教育事业发展的职能明晰和运行顺畅的机构体系;创新高校行政人员管理制度,完善与高等教育地位相匹配的职员目标绩效管理机制;创新职员薪酬分配制度,建立以岗位和绩效考评结果挂钩的效率优先、兼顾公平的分配制度等三个方面进行了较深入的论证.     

现代大学制度视野下的教代会工作机制创新研究简

建立现代大学制度必须贯彻落实全心全意依靠教职工办学的指导思想,这样才能体现教职工在高校的主人翁地位,才能作出符合教育发展和社会需求的科学正确决策,才能促使学校办学质量和办学效益的共同提高。通过对教代会在现代大学制度中的定位进行分析,剖析了学校在执行教代会制度中遇到的难点问题及原因,并从创新和完善基层对教代会的认识机制、教代会议题的确定机制、教代会机构的工作机制、教代会闭会期间的运行机制等方面对教代会工作机制的改革和创新提出新的设想。     

浅析学习动机和外语学习之间的关系

基于 Gardner 和 Lambert关于学习动机的理论,对学习动机和外语学习成绩的关系进行探索性研究.从教学大纲的制定、外语课程的设计、教学活动的开展等方面出发,对中国外语学习尤其英语学习的特点和外语教育的现状进行分析,并得出建议性的结论.     

Enhancing Innovative Partnerships: Creating a Change Model for Academic and Student Affairs Collaboration

This study presents the results from a national survey examining a recent innovation in higher education partnerships between academic and student affairs. The focus was on what change process can best assist institutions in moving to this model, which helps increase student learning on campus.     

绩效技术支持下的高校教师培训新模式

绩效技术致力于提高组织和个人的绩效,在企业培训中得到了广泛的应用,取得了显著的效果。本文主要针对高校教师培训中存在的问题,阐述了运用绩效技术进行高校教师培训绩效改进的操作模式,以提高培训的效果。     

师范院校英语和非英语专业学生学习动机的调查研究

文章通过对师范类院校英语专业和非英语专业本科生的英语学习动机的对比研究,认为英语专业学生和非英语专业学生在学习动机方面存在明显的差异:英语专业学生在学习的动机强度、外在动机和内在动机上都强于非英语专业学生;在性别差异方面,女生对英语更感兴趣,学习动机也更强烈。研究发现,个体内在的某种需要是动机产生的根本原因,而外在环境也是重要的影响因素,外部环境因素在一定程度上可以影响学生的动机强度。     

文化传承与创新:大学“第四职能”的理性分析

人才培养、科学研究和直接为社会服务是公认的大学三大职能,对于大学的第四职能,有社会阶层再生产说、创造新职业说、社会批判说和引领社会说等,目前学术界尚没有统一的定论。然而通过探究大学的本质属性以及大学职能的演变历程,便会发现大学的组织属性、本质活动以及本质要求三个方面阐释了文化传承与创新作为大学第四职能有着深刻的合理性和必要性。     

The effect of change and transformation on academic staffand job satisfaction: A case of a South African University

No institution of higher education in the world can make valid claims that it is immune to the effects of change and transformation. An array of trends such as the massification of higher education, widened access, response to new demands of technology, globalisation, internationalisation, increased accountability, the use of new modes of delivery and materials, as well as dwindling higher education resources, are placing enormous pressure on staff (Green and Hayward, Transforming Higher Education. Phoenix: Oryx Press, 1997). Not only are traditional academic roles changing, but – in certain instances – working conditions have become unfavourable and unsupportive of staff’s efforts to pursue the mission of higher education. The article presents the outcome of a case study that was undertaken in a historically White Afrikaans university to investigate the implications of change and transformation on academic staff. Although the case study was conducted within a localised boundary of space and time of one institution, the authors are of the opinion that enough evidence exists that, given the dominating ruling culture of the apartheid’s regime, to which no university in South Africa was immune, it is most likely that other institutions will relate with the findings of the research. The study was emancipatory in that it sought to inform the university management about how transformation was affecting academics and their job satisfaction and to establish which strategies the University had in place or hoped to put in place to make the environment favourable for change. Academics were also involved in making recommendations on how the areas of dissatisfaction could best be addressed.     

Cognitive,Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model

The principal aim of this research is to contrast empirically a hypothetical model developed on the basis of the fundamental assumptions of current self-regulated learning models. In line with evaluation criteria of model fit, a high rate of congruence between the hypothesized theoretical model and the empirical data was observed. Analysis of the effects between the variables of the model revealed the following relevant aspects: students' predisposition to feel responsible for the results of their academic behavior (internal attribution) is related to positive self-image (academic self-concept), both being important conditions for development of learning-oriented motivation (learning goals). All of this involves selection and use of learning strategies for deep information processing (deep learning strategies), which leads students to assume responsibility with high levels of persistence, perseverance, and tenacity so as to achieve goals defined by the motivational orientation. This persistence and effort to achieve the proposed goals has in turn a positive and significant effect on academic achievement.     

学习动机、外语学习策略与学习成绩之间的关系研究

通过对455 名本科大学生的学习动机状况和外语学习策略使用情况的测查,将教育心理研究中的动机构成因素和外语教学研究中具体运用的外语学习策略结合,探讨了学习动机、外语学习策略与学习成绩之间的关系。     

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning. An erratum to this article is available at .     

Standards of research publication: Differences between the physical sciences and the social sciences

This study examines differences in standards of research publications between the physical sciences and the social sciences. The results of the first two hypotheses tested indicate that the predominant form of publication in the physical sciences are articles, whereas books predominate in the social sciences. Furthermore, differences were found in the relevant dimension of publication between faculties in more prestigious departments and faculties in less prestigious departments. The policy implications of these findings to university administration are discussed.     

浅谈学术寂寞

寂寞是德国古典大学观的核心概念之一，它揭示了大学活动得以进行的组织制度。在今天，对这个古老的价值观进行讨论有着深刻的现实意义。