利用Plackett-Burman法研究制约项目制在高校学生组织活动中应用的因素

本文通过P-B法对活动准备时间,单日工作极限,最佳工作时段,工作重复程度,"打扰"频率,承担工作数,项目组人数七个因素进行分析,通过分析得出"打扰"频率是制约项目制在高校学生组织活动中应用的最重要因素,并根据研究结果和现实情况给出有利于项目制在高校学生组织学生活动中的优化条件组合。     

高校学生工作项目化管理研究——以我校"值周班长"项目为例

高校学生工作项目化是对大学生组织、开展活动的规范和整合,是学生参与班级学校活动,增强合作创新意识的有效保证.本文以我校"值周班长"品牌项目为例,对高校学生工作项目化管理方法、创新理念作了一些探索.     

高校学生事务管理系统建设与应用研究

高校学生事务管理工作是构建和谐校园的重要保障,加强高校学生事务管理系统建设,是做好高校学生服务工作的核心。学生事务管理工作指学生非学术性活动或课外活动的组织、指导和管理,主要内容是学生活动、教学辅助活动、生活辅助活动和学生事务工作自身管理。搞好高校学生事务管理系统建设与应用研究,对服务高校学生有重要作用。     

“先进性”教育与大学生党建工作的新发展

学生党建工作是高校党建工作的重要环节,高校学生党建工作实质上就是保持、发扬学生党员的先进性。本文结合医学院学生党建工作的实际,分析了当前加大高校学生党建工作的必要性,并对如何结合“保持共产党员先进性“教育活动,创新高校学生党建工作的思路、形式、内容和机制,整体提升高校学生党建工作水平和质量等问题进行探讨。     

大学生产生运动损伤的调查分析

随着体育运动的普及,高校学生参加体育运动的积极性不断提高,如何预防在体育活动中发生运动损伤,是体育卫生保健的重要工作。为了解焦作市师专学校运动损伤原因、项目、类型、时间,我们对焦作大学学生运动损伤情况进行了调查,并对损伤原因和预防措施进行了探讨。     

“先进性”教育与大学生党建工作的新发展

学生党建工作是高校党建工作的重要环节,高校学生党建工作实质上就是保持、发扬学生党员的先进性。本文结合医学学生党建工作的实际,分析了当前加大高校学生党建的必要性,并对如何结合“保持共产党员先进性”教育活动,创新高校学生党建工作的思路、形式、内容和机制,整体提升高校学生党建工作水平和质量等问题进行探讨。     

"先进性"教育与大学生党建工作的新发展

学生党建工作是高校党建工作的重要环节,高校学生党建工作实质上就是保持、发扬学生党员的先进性.本文结合医学学生党建工作的实际,分析了当前加大高校学生党建的必要性,并对如何结合"保持共产党员先进性"教育活动,创新高校学生党建工作的思路、形式、内容和机制,整体提升高校学生党建工作水平和质量等问题进行探讨.     

高校学生公寓文化活动项目化管理的实践研究

将项目管理模式引入高校学生公寓文化活动的管理当中,通过阐述高校学生公寓文化管理的内涵及意义,重点介绍高校学生公寓文化活动项目化管理的流程,论述高校学生公寓文化活动项目化管理过程中应把握的原则。     

福州市高校学生课外体育活动的现状与对策

本文运用文献资料法、问卷调查法、数理统计法和比较分析法,对福州市高校学生参加课外体育活动的现状及影响因素进行调查。结果显示：福州市高校学生课外体育活动参与率较高,但是强度和时间不足;还有一小部分从来不参加课外活动,其中女生占很大比例;高校学生参加课外体育活动的动机明确;活动的场所主要在本校体育场馆、学校空地和宿舍;球类是课外体育活动的首选项目;课外体育活动形式以与同学一起锻炼为主;主要影响因素为：没时间,无器材、无场地和无兴趣。     

学生工作品牌项目引领思政教育的实践与探索——以山东青年政治学院为例

针对当前高校学生工作烦冗复杂,特色不鲜明、针对性不强、学生参与度不高等问题,学生工作品牌项目创建成为很多高校的必选项目。品牌项目的创建,能够提高活动的号召力和感染力,整合资源,凝练精神内涵,积累文化底蕴,提高大学生思想政治教育工作的实效性。以山东青年政治学院为例,开展大学生思想政治教育品牌活动"一院一品"培育工作,是在实践中探索学生工作品牌项目引导思政教育的新路径。     

浅析开展“体育、艺术2＋1项目”

“体育、艺术2＋1项目”,即通过学校组织的课内外体育教育和艺术教育活动,让每个学生在九年义务教育阶段能够掌握两项体育运动技能和一项艺术特长.开展“体育、艺术2＋1活动”不仅可以提高学生身体素质,丰富校园文化生活,促进学生身心全面发展,更是一个让学生终生受益的活动.     

基于项目的开放式实验教学的实践与思考

开放式实验教学是深化实验教学改革、提高实验教学质量的一项创新工作。以项目的生命周期理论为指导,将教学过程分为项目的确定、计划、实施和收尾等四个阶段,借鉴项目管理方法对整个教学过程进行科学、合理的规划,既有利于培养学生的实践创新能力也有利用实验资源的合理配置。     

Enhancing the undergraduate student experience via fund-raising partnerships: an action research project

This project was developed from practitioner action research and considers the impact of integrating fund-raising activities into the formal curriculum with a target group of undergraduate students. The main aim of this project was to evaluate the impact of developing fund-raising activities as an integral aspect at both module and programme levels, grounded within practitioner action research. A core component of this aim was to develop value-added structures into established modules to support the student experience and student identity. Furthermore, the project sought to broaden, develop and strengthen links with the local wider community, recognising the value such interactions can bring. Finally, the project set out to develop integration opportunities between the students and organisations in order to develop the students’ awareness of workforce options as future professionals. This study is based within one post-1992 higher education institution and consisted of three inter-related but distinct phases. The project involved 60 students during Phase 1, building to some 200 students by Phase 3. The findings suggest that fund-raising activities built into the formal curriculum can be a useful medium for promoting student identity whilst providing a ‘value-added’ component to existing programmes of study.     

‘… do that and I'll raise your grade’. Innovative module design and recursive feedback

In an attempt to ensure students had a positive experience in their first semester, and to encourage future effective use of tutors’ feedback comments, a post-1992 university used a module in the school of education to develop an innovative feedback process. The process involved four stages: a first submission of written work, written feedback on that work, viva on student understanding of feedback, and final submission of written work. Between the viva and final submission, students could choose to improve their work for a specified number of grade points. The innovation was met favourably by students, and overall grades were improved against the previous iteration of the module. The project showed promise for adaptation in other forms for use across the University, though some ideological issues around assessment remain unresolved. The matter of the innovation and institutional quality standards is discussed in detail.     

项目式思想政治课程的实践与探索

项目式课程采取课程与教学一体化设计的思路,超越了传统课程领域,已经成为一种教育思想而存在,是教育领域的一次＂革命＂。项目式课程寓理论知识于活动之中,活动粘合知识、素质、能力,达到乐学效果。而创造性地把项目课程与思想政治理论课相结合更是一种全新的实践。项目式思想政治课程的开发要从学生素质调查、学生素质分析、制定课程标准、确定项目方案、开发项目教材五个方面入手。项目式思想政治课程突破了传统的课程模式,教学效果显著。     

Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse,non-science fields

ABSTRACT

Recent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering.     

第二课堂活动的素质教育功能

第二课堂活动是全面提高学生的基本素质和健康发展学生的个性、特长的基本途径,为充分发挥第二课堂活动的素质教育功能,我们应以观念改变为先导,以探索第二课堂活动的基本原则、内容、途径及素质教育功能、创新教育功能为重点,努力创建一个富有新意、具有时代特色的第二课堂活动新体系。     

Conscientious Consumerism Project in an Undergraduate Quality Management Class

This article describes a “conscientious consumerism” project that involves the student as the consumer to either commend or complain to a company about a recent product or service experience. This activity and presentation helps students develop an understanding of the commendation/complaint management process within organizations while adding realism with the student as the customer. Students initiate communication with an organization and maintain a timeline of all contacts, calls, e‐mails, letters, and visits to the company as they work to resolve or report their issue. The project begins early in the semester and concludes with a final registered, certified letter to the company CEO where students summarize the class project and praise processes or recommend any needed changes. When the project is presented, students learn how organizations manage and process customer feedback and complaints. Students have insightful comparisons of the implementation and execution of such processes within organizations. The project contributes to student learning and understanding of numerous key objectives of quality management including: how quality is managed in organizations, the strategic focus customer feedback can play in organizations, process management, voice of the customer, and benchmarking best compliment/complaint management practices.     

＂机械图样的识读与绘制”工学结合课程建设与实施

本文分析了高职机械制图项目化课程的教学内容、教学设计、教学方式、考核方式等特点,引入项目教学法,教学过程中教师创设项目活动情境,学生以小组为单位,理论联系实践,发挥学生自主意识,使学生学会自主学习、主动探索和合作学习。