职业教育发展迎来产教结合年--全国中等职业教育产教结合经验交流会在无锡召开

本刊讯(特约记者孙琳):2004年2月13日-14日,教育部在江苏无锡市召开了全国中等职业教育产教结合经验交流会,这是今年职成教战线召开的第一个全国性会议.教育部副部长吴启迪出席会议并作了重要报告.中共无锡市委书记王荣到会并致辞.来自全国各省、自治区、直辖市和计划单列市教育行政部门、部分行业企业和职业学校代表、职教科研部门、新闻媒体代表共184人参加了会议.     

在全国中等职业教育产教结合经验交流会开幕式上的致词

新春伊始,全国中等职业教育产教结合经验交流会在这里召开了.这次会议在无锡召开,是对无锡工作的关心和支持,同时也将进一步推动和促进我市职业教育事业的更快发展.在此,我代表无锡市委、市政府,向大会的召开表示热烈的祝贺!对参加会议的各位领导和同志们表示热烈的欢迎!     

简论“产教结合”

正确领会和全面宣传《中国教育改革和发展纲要》的精神,精心实施和落实这一宏伟蓝图,是教育工作者面临的重要任务。《纲要》指出:“各级各类职业技术学校都要主动适应当地建设和社会主义市场经济的需要。要在政府的指导下,提倡联合办学,走产教结合的路子”。这就是说,《纲要》明确肯定了“产教结合”是我国职业教育发展的道路。那么,什么是“产教结合”?如何全面、准确地理解“产教结合”?“产教结合”与我国五、六十年代提出的“教育与生产劳动相结合”、“半工半读”、“勤工俭学”有什么异同?在具体的办学实践中,如何做到“产教结合”?近来,在探讨“产教结合”之路时,有一些提法,如“校企合一”、“职业学校是学校也是企业”等等。对这些提法怎么看?……这些问题已成为广大职教工作者认真思考和实践的重大现实课题。本刊特就此问题集中刊发一批来稿,希望广大读者踊跃参与对这一重大问题的思考、研究与实践。     

产教结合振兴职教

1999年,第二届国际职业技术大会提出:"职业教育是一个国家经济和社会发展必不可少的环节,是经济发展和社会进步的前提,是达到和平与发展目标的有效工具."产教结合是实现这个功能的有效途径.     

产教结合的分析与探索

随着高职教育的不断发展与教育教学改革的不断深入，产教结合越来越多地显示出在高职教育中的必然性、客观性、重要性，从而广泛受到教育研究者的关注。一、产教结合的途径产教结合的内容广泛，途径多样，几乎贯穿于市场调研、专业设置、课程方案、实践教学、师资建设、教学评估的全程。在充分发挥产教结合的作用方面，笔者认为，建立“双元”结构的专业指导委员会十分必要。所谓“双元”结构是指委员会的人员构成包括两个方面：一是学院教育专家；二是企业技术专家。专业指导委员会本身就具有产教结合的特质，从而能够将教育和企业的不同要…     

产教结合的实践与思考

走产教结合的发展之路,是中等职业教育适应我国社会主义市场经济完善和发展、产业结构调整的必然要求,是教育发展的必然趋势.只有进一步更新观念,深化改革,形成正确的办学理念,不断探索产教结合的新路子,新方法,才能增强办学活力,提高办学水平.     

关于产教结合的研究

国内外关于产教结合问题的研究．可以大概梳理为对产业与职业教育适应性研究、产教结合模式研究、产教结合制度与机制研究三个主要方面。（1）产教适应性研究。世界各国发展的实践表明,人类社会发展规律、经济规律决定教育规律。教育结构不取决于教育自身．而取决于经济结构和产业结构。教育规律一定要符合产业发展规律．要为产业结构升级和产业结构阶段性的布局服务。（2）产教结合模式研究。在国际上．产教结合、校企合作已经成为各国职业教育普遍采用的一种办学模式。产教结合模式的多样化存在．     

Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School

Children face numerous transitions throughout their school careers. Research has demonstrated that early transitions can positively or negatively impact future school performance. Establishing effective models to ensure carryover of instructional strategies and interventions into early elementary school can increase the likelihood children will have a smooth transition to kindergarten from preschool. Response and Recognition (R&R) is a framework for delivering a continuum of instructional strategies and interventions to meet children’s needs at the preschool level. Response to Intervention (RtI) is a framework for implementing a continuum of instructional strategies and interventions to meet children’s needs at the K-12 level. The purpose of this paper is to outline the similarities and differences between the R&R and RtI frameworks and to provide recommendations of ways the two frameworks can be used to ensure a smooth transition into primary school.     

A comparison of resistance to satiation and resistance to extinction

In two experiments, resistance to satiation was compared with resistance to extinction. In Experiment 1, rats given initial trials in a straight-alley runway while satiated failed to show increased resistance to satiation in a later test phase. This negative finding contrasts with the increased resistance to extinction usually found following initial nonrewarded trials in a straight alley. In Experiment 2, rats were extinguished or were run while satiated following deprived acquisition, and then were either shifted to the other condition or maintained under the same condition. A greater response decrement was produced by extinction than by satiation, both when current performance was examined and when the persistent effect of satiation or extinction on later performance was examined. These results show that there are important dissimilarities in the effects of satiation and extinction, dissimilarities that suggest that extinction is more nonrewarding or aversive than satiation. It seems likely that extinction involves processes (such as frustration, arousal of aversive motivation, and conditioned inhibition) not involved in satiation, which account for the greater response decrement in extinction as compared with satiation.     

《驾幸温泉赋校注》补校

伏俊连先生《敦煌赋校注》为敦煌赋校注之集大成者,但部分录文、标点、考释方面仍有可讨论之处,本文试以补校。     

“人的历史”和给人讲历史

两次上课都运用影视作品创设情景，为什么效果会截然不同？你的这次实践与反思很有意义。     

介词due to和owing to的区别

在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。     

Learning to Draw and Drawing to Learn

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.     

从乐知到好知——鼓励是学习英语的关键

初二是抽象思维形成的阶段,我们应激发学生的学习热情,培养他们的积极性、主动性和创造性,使他们积极思维,善于思考,鼓励他们树立自信心。