浅析高职教育如何提高课堂教学效率

在信息时代的二十一世纪,如何更好地进行职业教育,将学生培养成社会需要的有用之人,是一件关系到未来发展的大事。要培养合格的学生就要从日常的教学活动中做起,那么应该如何在日常的教学中提高教学效率,这是一个老生常谈的话题,也是一个常说常新的话题。如何在有限的45分钟里最大限度地调动学生学习的注意力,努力提高45分钟的质量,这是在全面推行素质教育的今天我们每个教育工作者必须面对必须思考的问题。     

The Unification of Post-Compulsory Education: Towards a Conceptual Framework

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.     

Dose requirements of continuous infusion of rocuronium and atracurium throughout orthotopic liver transplantation in humans

INTRODUCTION Rocuronium bromide is a new steroidal nonde- polarizing neuromuscular blocking drug that has a faster onset of action than other nondepolarizing neuromuscular blocking drugs. The liver is the major route for its elimination. On the other hand, impaired liver function does not alter either atracurium’s elimination or plasma clearance (Ward and Neill, 1983; Pitter et al., 1990). The exclusion of the hepatic circulation and function during the anhepatic phase of orthotopic liv…     

巧用具体赋值法

所谓具体赋值法是指在解题中对一些不确定的物体或物理量,在条件允许的范围内,通过假设的方法予以具体化,从而简化解题过程的一种思维方法。通过具体赋值,可使问题变得具体、形象,从而提高解题的速度及准确性。下面就其在选择题中的应用予以举例说明。     

Scaffolding or Distracting: CD-ROM Storybooks and Young Readers

CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters, which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension strategies.     

茅山道教休闲养生旅游产品开发研究

本文以茅山为研究对象,使用问卷调查法到实地勘察,发现游客对养生产品的需求很大,市场前景明朗。根据茅山的实际情况,提出茅山道教休闲养生旅游产品的开发项目,给出了旅游产品的营销策略,希望能给同质旅游产品的开发起到参考作用。     

地方工科院校实验教学改革探析

实验教学是地方工科院校人才培养的重要途径,进行实验教学改革是推动地方工科院校人才培养模式转变的必由之路。本文从分析地方工科院校的现状入手,针对一些地方工科院校的实际情况,提出了完善实验教学的管理体制;拓宽实验教学改革的途径,优化实验教学资源;革新实验教学的方法和手段,体现实验教学“以人为本”的思想;提高实验队伍整体素质,促进实验教学的可持续发展等实验教学改革的途径。     

On becoming a doctoral student: Chinese doctoral students’ socialization of capital and habitus in academia

Abstract

This study examines Chinese international doctoral students’ academic socialization into TESOL discourses and communities. Rooted in the academic discourse socialization theory, complemented by the notions of Lave and Wenger’s community of practice, and Bourdieu’s capital, habitus, and field, this longitudinal multiple-case study suggest the focal participants’ academic discourse socialization is mediated by their participation in communities of practice, different forms of capital, and habitus in exerting agency. The participants are socialized into academic discourses and communities through their interactions with more experienced colleagues. By participating in the communities of practice, the focal students gain different forms of capital and experience different degrees of competence and memberships. However, due to the inequitable power relations in the TESOL doctoral program field, each participant is socialized to varying levels of central, peripheral, and marginal participation. This study concludes by providing suggestions for action to be taken by university advisors, instructors, and administrators.     

Developing Scientific Literacy in a Primary School

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.     

EDUCATIONAL DECENTRALIZATION IN COMMUNIST AND POST-COMMUNIST HUNGARY

National political reorganization in a post-communist era has reconceptualized both the societal role of education and the cultural significance of schooling for citizens in emerging democracies. To date, attention has focused primarily on changing structures rather than on participant perceptions within those structures. In this policy analysis of Hungary's overlapping decentralization and de-sovietization process, the author constructs macro and micro depictions of contemporary social and educational change. These two columns of inquiry illuminate the interactive dynamics between political, economic, and educational systems and the reidentification process of individuals within evolving systems. Because the decentralization of Hungary's educational system began long before the political break with Moscow in 1989, this case enables a more comprehensive and comparative perspective regarding the reorganization of power between school and state.