美国大学教师发展模式及其对我国的启示

美国高校教育信息化组织结合美国各高校现行优秀教师发展案例,提出了包含三个阶段的"大学教师发展五年计划",第一阶段为博士研究生提供大学教师资格证培训,第二阶段是新教师入职培训,第三阶段是教师督导和反向辅导.每个阶段有不同的大学教师发展项目,成功的大学教师发展项目具备十大因素,同时应该注意五大问题.美国高校教育信息化组织对...     

The Public Face of Kinesiology in the 21st Century

Recent enrollment growth in kinesiology places it second among academic areas of study in higher education. This article addresses issues that have prompted that growth, will allow it to continue, and examines other likely changes in the field. A major factor in growth has been the value of kinesiology as a major for allied health professional programs such as physical therapy and occupational therapy. In general, this growth is good for the field but creates the need for added faculty and facilities, stressing the capacity of current doctoral programs in kinesiology. Questions also arise about the distribution of undergraduate majors with many more seeking allied health options rather than kinesiology’s traditional fields of fitness leadership and physical education teaching. Other topics addressed include the increasing use of lecturers rather than tenure/tenure-line faculty, large public versus smaller private universities, use of the kinesiology core (American Kinesiology Association), direction of kinesiology research (sport or health related), and the role of kinesiology in public health.     

21st Century Competencies for Doctoral Leadership Faculty

Graduate and post-graduate programs were initially developed by universities to increase discipline-specific mastery. Faculty members impact both the content and quality of such programs as they are responsible for making it relevant in the current climate while also addressing the changes envisaged for society tomorrow. Although studies exist regarding faculty competencies in various disciplines and for preparing future faculty members, there is a paucity of research specific to competencies necessary for faculty members who currently teach in doctoral leadership programs. This Delphi study explored 21st century competencies required in the next decade for faculty who currently teach in doctoral leadership programs in U.S. institutions.     

Reading Into the Future: Competence for the 21st Century

In this theoretical contribution, our purpose is to examine the nature of reading competence as it unfolds at the present and to project that nature into the future. More specifically, we ask what it will mean to be a competent reader for the 21st century and what combination of knowledge, beliefs, abilities, and processes that competence will require. To address this question, we begin by presenting our view of reading as essentially multidimensional, developmental, and goal directed, and of the development of reading competence as framed by research on expertise development and on the role of epistemic beliefs. With that view in mind, we then identify salient features of the current context and how they might present challenges that will make the development of competent readers even more vital as we move into the future. Finally, we forward three suggestions for supporting readers in their growth toward competence for this century.     

Project-Based Learning for the 21st Century: Skills for the Future

Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.     

From Innovation to Change: Forging A Physics Education Reform Agenda for the 21st Century

Education reform cannot be limited to what goes on in the classroom. Innovation does not inevitably lead to change until and unless the innovators take back control over factors exogenous to the classroom, factors like pre-college selection, outside testing, accreditation requirements, and class size. If nothing else changes, even the most promising of the curricular, pedagogical, laboratory, and classroom innovations will fail, unless the input/output flow of students is changed as well.     

不断创新:新世纪我国教育体制面临的挑战与对策

教育体制改革一直是我国教育改革的重要内容，当前，又面临来自多方面的挑战，出现了一些新的问题和矛盾。在新世纪里，以建立健全中国特色社会主义教育体制为目标的创新，应当是我国教育体制的选择。     

21世纪的师范大学：创新与适应

师范大学要立足于21世纪，必须主动适应教师职业专业化趋势与教师教育开放化的要求，加大教育创新的力度，积极向综合性大学的方向发展。     

浅谈高校教师教学方法创新途径

教学方法是教学过程中活跃而重要的因素.它既是体现教师主导作用的重要渠道,又是影响学生发挥主体作用的关键因素.教学方法是否得当,关系到教学质量的高低和教学效果的好坏,影响到人才培养的质量.结合调查数据,分析影响高校教师教学方法创新的因素,从转变教学理念、建立科学合理的教学管理机制、发挥教学名师的榜样作用等方面探寻高校教师教学方法创新途径.     

Faculty autonomy: Perspectives from Taiwan

Recent legislative initiatives indicate thatlong-standing traditions of centralized state controlof higher education in Taiwan are being displaced bynew arrangements emphasizing institutional autonomy. Autonomous institutions are assumed to be flexible andresponsive, given their relative freedom fromgovernment control. Institutional autonomy is assumedto ``trickle down' to organizational members, who arethen empowered to devise unique solutions to solveparticular problems. Asserted benefits ofinstitutional autonomy may not accrue, however, whereorganizational members are unable to determine thestructures and processes of their work. The purposeof this study was to examine relationships betweeninstitutional autonomy and dimensions of facultyautonomy. Findings lend conditional support to theclaim that faculty members work within the constraintsof ``regulated autonomy,' where their individualbehaviors are delimited by government and management.     

谈21世纪高校图书馆创新模式

信息技术的快速发展给图书馆工作带来了机遇与挑战,只有在观念、管理及服务等方面进行大力创新,才能极大地丰富图书馆服务内容,强化图书馆能力,进而创造出图书馆最佳的社会效益和经济效益.     

浅谈21世纪高校教师的从教素质

教师素质直接决定着教学所达到的水平，影响教学的质量和效率。本从适应21世纪知识经济时代的需要出发，提出高校教师应从职业道德、知识、能力、心理四个方面提高自身素质。     

Pluralism: Building Community for the 21st Century

Reproduced here is the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, American Counseling Association (ACA, formerly American Association for Counseling and Development [AACD]) Baltimore Convention on March 28, 1992.     

2l世纪的高等会计教育导向

首先指出确立21世纪高等会计教育导向应考虑的八项重要因素，进而提出了高等会计教育导向的八个重要方面及实现途径。     

媒介变迁与 21 世纪文学转型分析

在我国科学与技术发展的形势下,以网络为代表的电子媒介不断更新、发展,使文学艺术的变革随之得到巨大的进步.媒介变迁导致文学从“读字时代”向“读图时代”转型,也导致了审美精神及文学方向的转型.     

面向21世纪的教学策略——新西兰Unitec理工学院教学方法及其启示

文章围绕在新西兰Unitec理工学院进修学习主题"面向21世纪的教学策略",就高等教育的教学观和建构主义教学法等7个方面的内容作了重点介绍,梳理和研究其理论来源,并探讨其对地方院校教学实践和改革的启示.