教你简单“护身术”

在日常生活中难免会发生一些意外小事故,如果处理不好,小事故说不定会酿成大问题。所以奥秘精灵目光远大,未雨绸缪,预先向大家介绍几种意外小事故的急救措施。     

积极主动防范,快速合理处置

正班级里发生意外伤害事故,是最令班主任苦恼的事。如何妥善处理,对班主任的心理素质和协调能力是一大考验。对此,我有以下建议:一、加强教育和演练,防患于未然很多班主任认为意外伤害是偶发事件,无法避免,其实不然。如果能采取得当的措施,平时坚持对学生进行相关的教育和演练,可以避免绝大多数的学生意外伤害事故。意外伤害重在预防,等事故发生了再去处理,不管处理得多么得体漂亮,事故     

浅析中小学在学校事故中成为被告的制度根源

近些年来，我国学校中学生意外伤害事故频繁发生。在事故发生后，诉诸法律已成为众多家长维护子女合法权益的首要选择。而在处理这类学生意外伤害事故时，学校往往作为侵权主体被告上法庭，要求巨额赔偿。这类事故的发生不仅给学生本人及其家长带来终身的不幸和痛苦，而且给教育行政部门、学校及教师造成管理上的困惑和不安。本文从制度的角度对学校频频成为被告的原因作一探讨。一、学校与学生的法律关系缺位学校与学生关系的法律性质是妥善处理学生伤害事故、确定学生伤害事故责任的法律基础，但现有法律、法规对这一性质没有明确规定，就…     

浅析中小学在学校事故中成为被告的制度根源

近些年来，我国学校中学生意外伤害事故频繁发生。在事故发生后，诉诸法律已成为众多家长维护子女合法权益的首要选择。而在处理这类学生意外伤害事故时，学校往往作为侵权主体被告上法庭，要求巨额赔偿。这类事故的发生不仅给学生本人及其家长带来终身的不幸和痛苦，而且给教育行政部门、学校及教师造成管理上的困惑和不安。本从制度的角度对学校频频成为被告的原因作一探讨。     

学校学生伤害事故过错责任原则的适用及其补充

处理学校学生伤害事故,一般适用过错责任原则。目前,有关预防和处理学校事故的具体法律规定很少,并且对认定学校事故责任过错标准存有争议,这给妥善处理学校事故带来了很大难度。本文分析了确立过错责任原则的依据及该原则的适用,并作出适当补充。     

学生顶岗实习劳动风险化解的法律缺失与完善——基于顶岗实习劳动风险相关主体权益保护的思考

顶岗实习是工学结合模式职业教育重要的教学环节。伴随工学结合职业教育的迅速发展,顶岗实习劳动风险事故不断出现。然而,我国目前尚缺乏化解顶岗实习劳动风险的法律法规。实践中,对顶岗实习劳动风险事故的处理,有的主张比照劳动关系适用工伤保险法律制度,有的主张适用民事合同法律制度,而实际处理的大多情况是适用民事侵权法律制度。事实上,这些法律制度都难以有效化解顶岗实习劳动风险。为此,应建立学生实习劳动伤害社会保险法律制度,保障顶岗实习劳动风险得到有效化解,切实地救济遭受顶岗实习劳动风险事故伤害的学生,合理地分散顶岗实习运行中学校、实习单位各相关主体的风险责任。     

试论高校大学生意外伤害事故的处理

近年来,高校学生意外事故频发越来越引起人们的重视。本文分析了大学生意外伤害事故的特点、类型及其诱因,并提出了相应的大学生意外伤害事故处理对策,以期能够更加有效地处理此类事故。     

校园意外伤害事故的预防措施

学校意外伤害事故,按《学生意外伤害事故处理办法》的定义,主要是指在学校里实施的教育教学活动或者学校组织的校外活动中,以及在学校负有管理责任的校舍、场地及其他教学设施、生活设施内发生的造成在校学生人身伤害后果的事故。学生在学校管理职责范围内发生了人身伤害事故,处理起来往往十分艰难复杂。不仅会造成受害人的不幸和伤害,也会给受害人的家庭带来无法弥补的痛苦和遗憾。如果处理不慎,还会扰乱学校正常的教育教学秩序,对校园的稳定和谐造     

暑期安全教育手册

幼儿缺乏生活经验,不知道什么是危险,面临危险又不具备应急能力,难以避免或阻止事故的发生。据统计,我国平均每年有近50000名孩子,即每天近150名孩子因意外伤害而失去生命,意外伤害已成为我国0-14岁儿童的首要死因。     

化学实验教学中意外情况的处理

在实验教学中,教师常会碰到一些意外情况。教师对于这些意外如果不能作出巧妙处理．就会影响到教学任务的完成、教学目标的达成。本文作者结合自己的教学实践,对教师如何处理这些意外情况谈几点方法。     

The Successful Treatment of Specific Phobia in a College Counseling Center

Specific phobias are highly prevalent among college students and can be quite debilitating. However, students often do not present for treatment for phobias and, when they do, often do not receive effective treatment. This article will present a case study of the effective treatment of specific phobia using cognitive-behavioral therapy with an emphasis on in vivo exposure. It will provide a template for how to conduct this efficient and effective therapy and suggest several benefits of incorporating this treatment into the repertoire offered by a college counseling center.     

以应用项目为导向的“现代控制理论”实践教学过程探索

“现代控制理论”是自动化专业的核心课程,是从古典控制理论过渡到智能控制理论的中间桥梁,具有知识面宽,理论性强,与实际问题联系紧密的特点。在教学过程中引入合适的应用项目,以项目为导向以任务为驱动进行实践教学,不仅能够帮助学生培养应用当前所学理论知识解决实际问题的能力,还可以帮助学生构建起完整的专业知识体系,从而提高学生对本课程的学习兴趣。     

Design and Evaluation of Digital Assignments on Research Experiments within Food Chemistry

Laboratory classes are regarded as an important learning activity, but they also have shortcomings: laboratory classes are often an inefficient learning activity for students and often do not sufficiently support students in developing research specific cognitive skills. It is hypothesized that some of such skills can be achieved more effectively with digital assignments than with laboratory classes. Therefore, three digital assignments have been designed, developed and evaluated. The assignments have three goals: (1) providing a situation in which students can practice research specific cognitive skills and (2) offering a research method which students can also use in a real laboratory situation and (3) providing the possibility to come across a number of common pitfalls. The assignments are described in detail. Results of a first evaluation of the use of the assignments indicate that the students consider the assignments challenging and valuable. The examination results demonstrate that students are quite capable of making a research design. Although students indicate to have learned a useful research method, students do not apply the method in the laboratory classes.     

素质教育及其与全面发展教育的关系--对张兆林先生"关于素质教育的几种常见的片面认识"的认识

素质教育的提出,很重要的一个原因是为了纠正应试教育的错误,它有着深刻的社会背景;它不仅涉及大、中、小学生,也涉及全体国民;素质教育并不是一个模糊的概念,它有特定的含义;素质教育是全面发展教育思想的现代诠释,两者本质是相同的。     

Public education: The next generation

Abstract

Keith Stanovich (1986) uses a biblical allusion the “Matthew Effect”; when discussing the acquisition of reading Stanovich (1986) claimed that in the acquisition of reading, as with the acquisition of what are deemed to be many of life's prizes, the mote one has, the more one gets This is often expressed as the rich getting richer and the poor getting poorer In essence, when a student has demonstrated high skills within an area, they are encouraged to increase this ability with extra practice, resulting in even higher standards. The characteristics of the Gifted and Learning Disabled (GLD) student generally mean that the student will display subject‐specific weaknesses, subject‐specific strengths and often have poor organisational skills. Some GLD students may display academic weakness across the curriculum and demonstrate their ability with higher order thinking skills purely orally! Gifted students without a specific learning disability do not display such extremes in their academic endeavors. Thus, the “Matthew Effect”; when applied (in reverse) to the GLD student means that where a student has an underlying academic weakness, enjoyment of that subject is decreased, practice is limited, and standards are not raised to a level commensurate with intellectual potential. That is in the case of many GLD students, the poor get poorer (obviously, this would depend upon the level of specific learning disability, as some students are barely affected at all). Inevitably, success in school subjects links directly to motivation, perceptions of self‐ efficacy and self‐image. It should be no surprise that successful students are motivated, have high expectations of self‐efficacy, and good self image. Successful students would have positive affective characteristics, and thus, unsuccessful students would have the reverse.

It is important to define what is meant by assistive technology, as it could be argued that a rubber pencil grip or even a ruler might be considered assistive technology (Bryant &; Bryant: 1998, Bryant, Erin, Lock, Allan &; Resta: 1998; Lewis: 1998). Raskind and Higgins (1998:27) supply the following definition of assistive technology as “any technology that enables an individual with LD to compensate for specific deficits.”; Lewis (1998: 16) says that it is “any technology with the potential to enhance the performance of persons with disabilities”;. Lewis (1998) continues by saying that the purpose of assistive technology is firstly, to build on one's strengths, counterbalancing any weaknesses, and secondly, to provide alternative ways of performing a task. Indeed, Lewis (1998 17) likens assistive technology to a “cognitive prosthesis”;. The focus of this article will be on electronic assistive technology, with an emphasis on software programs suitable for use by middle and upper secondary gifted and learning disabled students. Thus, access and accommodation are key words. The ability of a student to access required programs and differentiation by accommodation are vital issues at the heart of electronic assistive technology. A definition of Gifted and Learning Disabled would (loosely) be, any gifted student who also has a specific learning disability. Students such as these will display elements of giftedness and elements of a specific learning disability Emphasis will be on the development of academic strengths, not on remediation of academic weaknesses. It is not the intention of this article to review interactive software programs which supply remedial work for phonics awareness, language, mathematical or reading difficulties. Reviews of such programs are available through subject‐interest journals or software suppliers.     

加强职业生涯规划教育 提高高职学生就业率

高职毕业生就业困难问题的解决是一项长期而系统的工程,这项工作不仅要求国家的经济能够持续稳定发展以提供更多的就业岗位,还要求各地方政府采取更多积极有效的措施落实中央关于解决高职毕业生就业难的各项政策要求;而高职院校学生职业生涯规划工作的缺失也是造成就业难的主要原因之一。针对高职毕业生这一特殊的就业群体所面临的就业困境,加强高职院校学生职业生涯规划教育是解决高职毕业生就业难题的有效途径,从而提高高职院校学生的就业率。     

培养文化个性 凸显大学品格——对大学校园文化建设的理性思考

大学校园文化不是一种抽象的、纯粹的精神文化形态,更不是＂低层次＂形态的娱乐活动文化;它是在特定活动空间中,以学生为主体,以教师为主导,由全体师生员工在各个领域的相互作用中共同创造出来的物质和精神的成果,有着特殊的社会价值和教育功能。建设有特色的大学校园文化,必须要有彰显风格的物质载体,要有独具特色的校园精神,还要有切合实际的制度规范。     

中职Python模块教学中“三动”互助式教学实践与思考

“三动”互助式教学即个别带动、小组互动和全体联动相结合,通俗地说就是传、帮、带的互助式教学,是指教师在向学生传授知识和技能时,让先掌握的一部分学生将知识和技能进一步传授给没有掌握的学生,带动他们也学会本堂课的知识和技能的一种互助式教学方式。该方式对提高课堂教学效率具有十分重要的作用。文章以中职计算机课程中的Python为例,就课前谋动、课中实动、课后思动中的“三动”互助式教学的具体运用进行探讨。     

案例教学法对刑法分论教学改革的意义

案例教学对深化刑法分论教学改革意义重大,重视案例教学法是刑法分论教学改革的合理途径。恰当地设定案例,进行案例教学,是让学生系统掌握分论知识的有效方法,不但可使学生全面理解法条内容,掌握司法技能,还可增强学生处理具体问题的实务能力。     

Learning Styles of Chinese and Dutch Students Compared within the Context of Dutch Higher Education in Life Sciences

Abstract

This study investigated the extent to which the learning styles of Chinese students differ from those of Dutch students. The study was conducted within the context of Englishlanguage Bachelor of Science programmes thatWageningen University offers together with China Agricultural University to Dutch and Chinese students. Sixteen Dutch students and 25 Chinese students completed the Inventory of Learning Styles. The Chinese students have several of the characteristics that reflect a reproduction-directed and an undirected learning style, while the Dutch students as a group do not demonstrate any one particular learning style. It would be useful and desirable to show the Chinese students, by means of specific instructions and exercises, how to use strategies directed towards deep processing and how to regulate their own learning processes more in the direction of deep processing.