高职教育对我国地方经济发展影响研究

随着高职教育的快速发展,其对地方经济发展的促进作用日益突显。在回顾国内外相关研究成果的基础上,实证分析高职教育对地方经济发展的影响,并在此基础上给出对策建议,以使高职教育促进地方经济更好、更快发展。     

我国网络教育经济中的破坏性竞争问题研究

中国的高等学历网络教育是在没有田家财政投入的环境下诞生,并在市场中成长起来的.因此与传统的教育形式相比,不可避免地面临着市场的竞争,并受制于市场经济的规律.本文用经济学的研究角度分析了我国网络教育领域内的破坏性竞争,分析了网络教育破坏性竞争的特征及产生的原因,构建了网络教育破坏性竞争的破坏性模型,论证了在当前情况下,对网络教育进行政府或行业干预的必要性,同时也从经济角度论证了干预的范围和度的把握问题.     

全人发展的幼儿教育——世界幼儿教育的发展趋势之一

全人教育是20世纪70年代从北关兴起的一种以促进人的整体发展为主要目的的教育思潮,对20世纪80年代中期以来的幼儿教育产生了重要影响,主要表现在幼儿教育的目的、目标、内容、过程、方法和途径等诸多方面。     

浅谈英汉谚语的语义特点及语法功能

谚语是熟语的一种,是语言的词汇单位。但它具有自身的特点,本文探讨英汉谚语的语义特点,从言语性、丰富性、知识性和民族性等方面对英汉谚语做了阐述。此外本文还对谚语的语法功能作了介绍。     

E-learning commodity or community: Disciplinary differences between online courses

Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences between online courses in disciplinary quadrants (hard-pure, hard-applied, soft-pure, soft-applied) at a large metropolitan university, over five years (2002 and 2007). For 2007, results revealed significant differences in tool usage between disciplines, particularly for assessment tools. Hard-pure courses used Tests and Pool tools more often than did soft-pure courses. The Document tool was used most extensively in applied courses. Data from course evaluations, for spring 2007 online courses, suggested that applied disciplines had a shorter learner–instructor transactional distance than did pure disciplines. Results suggest that over five years, e-learning in pure disciplines has become more commoditized, while e-learning in applied disciplines has become more diversified and more oriented to community practice.     

西藏农业信息化的意义和发展对策研究

农业信息化是新阶段西藏农牧业实现跨越式发展的必然选择。本文详细地分析了西藏农业信息化建设的意义和制约因素，在此基础上提出了推进西藏农业信息化的对策。     

顺应论视角下的高级英语教学探讨

目前,对高级英语教学的探讨缺乏理论性和系统性。鉴于高级英语教学也是一种语用现象,因此,在语言学理论下研究高英教学具有紧迫性、必要性和可行性。在此拟用顺应理论对高英教学进行分析,意在为教师合理选择教学策略提供理论支持和指导。     

An assessment of evaluation techniques in higher education: the experience of macroeconomics / La evaluación de las técnicas de evaluación en la enseñanza universitaria: la experiencia de macroeconomía

In this paper we will focus on the effects of continuous and final assessment on students’ final grades. In particular, the aim is to quantify the degree of improvement that the qualification criteria of written tasks entails, and to ascertain whether continuous assessment is crucial for the final grade of students who have passed the continuous assessment process. The results suggest that the way in which the final grade is calculated is crucial for the results. The findings indicate that continuous assessment activities (practical activities in class and submission of written papers) are more relevant for the final grade than the completion of tests throughout the course.