中美高校学生管理手段差异分析

在以往研究的基础上,结合中美两国学生管理最新发展动态,从管理手段的视角考察中美两国学生管理的差异,发现在法律手段、行政手段和专业手段3个维度上中美两国学生管理手段差异性比较明显,美国学生事务管理手段体现出法治化、专业化的特点,而我国学生管理手段更多地表现出行政特色。造成这些差异的主要因素在于两国的学生管理观的不同。在此基础上对完善我国高校学生管理提出3条建议,即转变学生管理理念,变"管制"学生为"服务"学生;完善学生管理的法律法规,提高法制意识,弱化行政导向;学习美国学生事务管理的专业化手段。     

Student teachers' attitudes and beliefs towards using ICT within inclusive education and practice

The areas of education inclusion and digital inclusion have recently received growing interest from the research community while addressing the wider concern of social inclusion, but little research has been carried out exploring the relationship between the two areas. Central to both areas, this paper presents a study that investigated student teachers' attitudes towards using Information and Communication Technology (ICT) for equality as part of inclusive education and practice, and explored the extent to which it is important that student teachers are prepared for both education and digital inclusion. The study focused on the attitudes of student teachers who had taken a new reformed course on inclusive education and practice within a Scottish University. Results from the study showed that student teachers' attitudes towards using ICT for teaching and learning were strongly positive, and were also strongly positive towards inclusive education. Their attitudes towards inclusive practice and using ICT for inclusive practice were slightly less positive. This seemed to result in ICT being used less in terms of inclusive education and more from the perspective of accessibility to the curriculum. The study provided evidence that the impact of ICT as part of inclusive practice is not well understood by student teachers and that student teachers' attitudes towards digital equality do not feature highly in inclusive practices. Consequently, greater attention to ways in which ICT is used for inclusive purposes is needed in Initial Teacher Education and in education policies in order to improve student teachers' preparedness for education inclusion.     

以学生社团为载体提高大学生就业与创业能力

如何以学生社团为载体,提升大学生就业创业能力意义非常重大,也是新时期高校学生工作的一个研究课题。当前,我国高校对提升大学生就业创业能力方面的理论和实践研究还相当薄弱。文章主要探讨了高校以学生社团为载体提升大学生就业创业能力的培养途径。     

以人为本语境下服务型高校管理体制架构路径略论

在经济全球化、政治多极化、文化多元化、教育国际化的背景下,高校面临着传统显性思想政治教育与刚性管理突破的选择与创新,更彰显出以人为本在高校管理工作上的时代价值与实践意义。而落实以人为本,需要突出把握的一个重点是,就是要架构服务型大学生管理体制。以人为本语境下服务型大学生管理体制的架构,要以人为本,用全面化的管理思路构筑育人环境;贴近学生,以主体性的管理模式鞭策学生向上;以文化人,用多样化的特色文化浸润学生心灵;服务学生,以专业化的管理水平促进学生成长;关爱学生,以人性化的管理手段激发学生成才;立足长远,以常态化的管理机制推动学生发展关爱学生。     

高校学生评价问题及教学策略

分析了目前高校学生学业评价存在的问题,认为只有构建多元化学生评价体系,才能充分发挥学生评价对教学的促进作用,提出了基于多元化学生评价体系的教学改革策略.     

Improving higher education practice through student evaluation systems: is the student voice being heard?

Many higher education institutions use student evaluation systems as a way of highlighting course and lecturer strengths and areas for improvement. Globally, the student voice has been increasing in volume, and capitalising on student feedback has been proposed as a means to benefit teacher professional development. This paper examines the student evaluations at a university in Trinidad and Tobago in an effort to determine whether the student voice is being heard. The research focused on students’ responses to the question, ‘How do you think this course could be improved?’ Student evaluations were gathered from five purposefully selected courses taught at the university during 2011–2012 and then again one year later, in 2012–2013. This allowed for an analysis of the selected courses. Whilst the literature suggested that student evaluation systems are a valuable aid to lecturer improvement, this research found little evidence that these evaluations actually led to any real significant changes in lecturers’ practice.     

论如何组织好学生课外科技活动

学生课外科技活动是学生进行探索、实践、合作、创新、创造乃至创业的重要平台和载体,是创新人才培养的有效途径。分析了学生课外科技活动的基本特点和评价活动效果的基本要素,并就如何组织好学生课外科技活动进行了一些思考。     

高校学生干部队伍建设探讨

学生干部是广大学生的带头人,是高校学生管理工作的重要参与者,对校风和班风的建设起着有力的推动作用,因此,学生干部素质的高低关系到学院的稳定与发展。从建设高素质学生干部的重要性出发,分析当前学生干部队伍中存在的问题,研究建设一支高素质的学生干部队伍的思路与对策,对推进高校思想政治工作的建设和发展具有重要的意义。     

美国高校学生事务的理论与实践研究

学习研究美国高校学生事务理论与实践。对于促进我国高校学生工作的新发展具有积极意义。本文对美国高校学生事务的理论发展脉络进行了梳理。对其实践特征进行了研究,提出了创新发展我国高校学生工作的几点建议。     

Are contextual and designed student–student interaction treatments equally effective in distance education?

This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student–student, student–teacher, and student–content (Bernard et al., Review of Educational Research, 79(3), 1243–1289, 2009). This follow-up study considers two forms of student–student interaction treatments, contextual interaction and designed interaction. Typical contextual interaction treatments contain the necessary conditions for student–student interaction to occur, but are not intentionally designed to create collaborative learning environments. By contrast, designed interaction treatments are intentionally implemented collaborative instructional conditions for increasing student learning. Our meta-analysis compared the effect of these two types of interaction treatments on student achievement outcomes. The results favored designed interaction treatments over contextual interaction treatments. Examples of designed interaction treatments and a discussion of study results and their potential implications for research and instruction in distance education and online learning are presented.     

Enhancing student engagement in one institution

Student engagement is important to further and higher education institutions: it is understood to be a proxy for quality teaching and governments attach a proportion of funding to student retention and completion. Many institutions are taking part in student engagement surveys, using the data generated to initiate changes to policies and practice. This article presents an overview of literature on student engagement and quality teaching. It then briefly describes three projects in one institution in New Zealand that were designed to improve teaching and student engagement, and outlines key findings from them. The projects are then related to four of Chalmers’ five levels of quality teaching and Leach and Zepke’s six perspectives on engagement, enabling some conclusions about what Massey University is doing successfully and what more it could do to enhance student engagement. It is suggested that other institutions could use this different approach to review their current pedagogy and student engagement strategies.     

高等学校学生处分正当性论纲

高等学校学生处分由于涉及到学生受教育权的剥夺与限制、涉及到学生名誉的损害,对其正当性的置疑已经成为当前社会关注的焦点和学界讨论的热点。在正确认识高等学校学生处分的概念与特征的基础上,以目的、实体与程序三个维度为视角,合理剖析高等学校学生处分的正当性,对高等学校学生处分运行机制的合理建构有着重要的意义。目的正当是高等学校学生处分正当性之前提,实体正当是高等学校学生处分正当性之基础,程序正当是高等学校学生处分正当性之保障。而三者的有机统一构成高等学校学生处分正当性的根源。     

The Dialectic Relationship between Research and Practice in Mathematics Teacher Education

This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development.     

Student teachers’ perceptions of their mentors as internal triggers for learning

This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships.     

高职院校大学生体育社团发展现状与对策研究——以江西环境工程职业学院为例

大学生体育社团以其身心互动的活动内容、丰富多彩的活动形式在大学校园里异军突起,成为繁荣校园体育文化的重要载体。本文以江西环境工程职业学院为例,对高职院校体育社团的现状进行调查与分析,并对体育社团活动中存在的问题进行研究,对新时期如何促进学生体育社团健康发展提出了建议。     

高校国家助学贷款政策风险与防范的分析和建议

国家助学贷款是“不使一名学生因为家庭经济困难而辍学”的重要保证,是资助困难学生的主渠道。贷款后学生的还款工作却日益成为困扰国家和高校的一个重要问题,使国家助学贷款贷后管理成为国家助学贷款风险防范方面研究的重要方向。     

师生冲突的概念界定与分类探究——基于刘易斯·科塞的冲突分类理论

论文通过借鉴和辨析社会学理论中的冲突概念,对师生冲突概念作出界定。根据美国当代社会学家刘易斯·科塞的冲突分类理论,对学校师生冲突进行分类研究。在此基础上提出了三个观点:学校师生冲突的多数属于非现实性冲突;师生结构由紧密走向松散是师生冲突增多的重要原因;师生冲突具有一定的正面功能。     

谈素质教育下的新型师生关系

对传统师生关系进行了探讨 ,进一步明确了新型师生关系的特点及在素质教育下建立新型师生关系的有效方法     

Using Reflective Journals to Enhance Impoverished Practicum Placements: A case in teacher education in Ethiopia

This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia.     

浅谈“校园一卡通”给高校学生收费管理带来的变革

“校园一卡通”的普及和推广,给高校学生收费管理带来了改革与创新。基于金陵科技学院“校园一卡通”在学生收费管理中的实践,指出“校园一卡通”在学生收费管理过程中存在的主要问题,提出如何加快高校学生收费管理的改革以适应“校园一卡通”的发展。