教师继续教育"课、研、培"一体化模式的构建(二)

构建教师继续教育“课、研、培”一体化模式必须转变工作方式。要转变中小学教师实施新课程的培训与指导模式,提高培训与指导的针对性和实效性;加强校本教研和校本培训的指导和管理,以适应新时期学校发展和教师发展的必然要求。     

创办独具特色的西译办学模式

西译模式的内涵应该从以下三方面去解读：一是人才素质构成与培养模式，即“市场导向、复合实用的人才模式”，它突出一个“优”字，强调人才素质构成上的优化组合和人才培养教育中的最优途径；二是教育教学管理运行机制模式，即“五全式严管、旨在塑造灵魂的管理模式”，这一模式突出一个“严”字，强调无情管理、有情教育，即严格要求，严肃执纪与严谨治学的价值追求；三是人文精神传统模式，即“爱生、拼搏、创造、奉献”的西译精神传统，它突出一个“搏”字。     

论"知识管理"模式下的图书馆建设

文章阐述了知识管理和图书馆知识管理的内涵，并图书馆知识管理的内容，以及在新形式下图书馆的知识管理策略；同时指出以“知识管理”模式指导图书馆建设的迫切性和必要性。     

“1＋3”教育模式下学生管理问题刍议

“1＋3”教育模式,是对通识教育的最新尝试。教育模式的改革必定会引起教育管理上的相应变化．本文以高校“1＋3”教育模式下学生管理问题为出发点．探讨了“1＋3”教育模式下学生管理问题的特点和基本对策．旨在为“1＋3”教育模式下学生管理工作提供一定的指导。     

经济管理类本科的毕业论文指导模式研究

针对经济管理类本科毕业论文指导模式的现状,本文提出在高等教育大众化的前提下,必须在指导教师和学生之间进行“双向选择”,对学生采用习惯培养的方式及多渠道的指导模式。     

对院级学生管理职能的思考

我校升格为技术学院后，学生管理也由过去“学生科主管”单一模式，转变为“院系二级”管理模式。作为院级管理职能部门的学生工作处的工作职责是什么？如何整合管理资源，发挥管理优势，提高管理效率和效果？这是摆在技术学院管理者面前亟待研究的课题。     

美日管理思想之差异及其启示

管理思想基于一定的历史文化环境而产生并丰富着文化的内涵；文化环境影响管理思想的发展进程和价值取向，衍生林林总总的管理模式，形成“管理理论的丛林”。本文乘持比较研究的祝角，以“环境——理论”的互动关系模式为立论基点，比较分析异质文化下美日管理思想的相异性及所表现出的不同之点，探究两种管理思想和模式的成功对我国营理思想发展、管理模式构建的镜鉴意义及深刻启示。     

常州市构建职业教育行业管理新体制

一、常州市职业教育管理新体制的模式常州市从１９９６年开始,按照“政府宏观调控,行业管理指导,企业自主办学”的思路,在建立现代企业制度过程中,加强领导,依法治教,建立了适应现代企业制度的职业教育管理新体制。有２３个行业建立了行业教育训练委员会。其模式如...     

军校管理教育的改革与创新

以江泽民同志的创新教育思想和“以德治国”方略为指导，以跟踪世界军事思想的发展趋势，更新管理教育观念，创新管理教育体制，培养“打得赢”、“不变质”的新型军事人才为立足点，提出了当前军队院校管理教育必须实现的“四个转变”和可操作具体做法。     

教师管理潜能开发及其操作模式之实验

我们认为：教师的一切工作都是属于管理工作，因此教师是一个管理者；于是，可以从“管理”的新角度来审视新型的教师队伍建设问题，从研究提高教师管理能力、开发教师管理潜能理论人手，研究开发教师管理潜能开发训练的操作模式，为探索现有教师向新型教师转化提供另一种希望。     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.