Developing employability skills via extra-curricular activities in Vietnamese universities: student engagement and inhibitors of their engagement

This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students’ responses to a paper-based survey showed that despite a variety of extra-curricular activities being frequently organised, students engaged in these activities just above a moderate level. The analysis revealed that students with different motivations as well as students from different university types, disciplines, and university years engaged differently with developing employability skills via this channel. Five inhibitors of their engagement were identified, including students’ working part-time, a lack of information about extra-curricular activities, students’ beliefs about participating bringing no benefits, competition with curriculum-based activities, and unprofessional organisation of these activities. The article discusses ways to improve student engagement with developing employability skills via extra-curricular activities.     

物流工程专业研究型教学体系建设探析

从研究型课堂教学体系、研究型实践创新体系和课内外自主科研体系3个方面构建的物流工程专业研究型教学体系有助于物流工程专业研究型人才培养目标的实现。研究型课堂教学体系主要由启发式课堂教学、案例教学及研讨课构成;研究型实践创新体系包含专业基础技能、专业综合设计、自选课题型综合训练等;课内外自主科研体系涵盖大学生科研训练计划、国家大学生创新性实验计划以及全国物流设计大赛等项目;从而形成理论与实践并重、学习与科研相长的研究型教学体系,确保物流工程专业研究型人才培养。     

Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition

Subtraction can be understood by two basic models—taking away (ta) and determining the difference (dd)—and by its inverse relation to addition. Epistemological analyses and empirical examples show that the two models are not relevant only in single-digit arithmetic. As curricula should be developed in a longitudinal perspective on mathematics learning processes, the article highlights some exemplary steps in which the inverse relation is discussed in light of the two models, namely mental subtraction, the standard algorithms for subtraction, negative numbers and manipulations for solving algebraic equations. For each step, the article presents educational considerations for fostering a flexible use of the two models as well as of the inverse relation between subtraction and addition. In each section, a mathe-didactical analysis is conducted, empirical results from literature as well as from our own case studies are presented and consequences for teaching are sketched.     

对构建高校思想政治课实践性教学模式的几点思考

思想政治课对于提高大学生的思想道德水平,帮助大学生树立正确的人生价值观有着重要的作用。但在思想政治课教学中长期以来存在＂重课堂、轻实践＂的问题。本文从思想政治课教学的实际情况出发,探讨如何构建新型、有效的思想政治课实践教学模式。     

乡村少年“离土”教育的回归——基于“文化回应教育学”的视角

“乡土中国”的格局正在城镇化的进程中改变,大量乡土在“企业房产”等推土机前不断流失,无数乡民逃离土地,远走他乡,“离土时代”的到来也宣布了乡土文化的黄昏。同时,乡村教育也并未能承担起“传承文化”的责任,在“城市导向”的教育面前退缩为“忘本的教育”。乡村少年在此环境中经历着特殊的成长烦恼、读书价值的怀疑、乡土身份的迷失、教学文本的困惑以及教学方式的矛盾。“离土”问题在西方文化回应教育学中的共鸣为乡村少年的烦恼找到新的路径,即从教学身份、教学目标、教学内容和教学方式实现“离土”到“归根”的转变。     

关于平方根整数部分的一个恒等式

对于大于2的正整数n,设f(n)=[12(1 n2-8)] [21(1-n)];对于非负数m,设g(m)=[12(1-m2 8)] [12(1 m)].证明了:当n≠4且m≠2时,必有f(n)=g(m).     

英汉委婉语的文化对比

英汉委婉语是英汉语言中共有的语言现象，它们是出自共同的避讳、求雅、掩饰和礼貌心理，又有各自的社会文化。准确了解它们有益于跨文化交际。     

为什么上大学——乡村学生离土选择的教育发生考察

一直以来,乡村存在一种逃离自己生长土地的倾向.大学作为人力资源的配置中心源源不断地将乡村学生输送到城市.为了追问上大学背后的离土动机如何通过教育变为现实,分别选择出走前、出走中和出走后三组教育群像进行画图,基于行为原因——影响因素——结果反思的逻辑,深描上大学在教育时间线上如何影响乡村学生的离土选择.研究发现,乡村学生在教育的鼓励和不支持下,通过务实规划和环境提示做出离土选择,同时表现出欣然接受和情感淡薄的态度.总之,教育通过认知、发展和情感三个方面将乡村学生推向城市,而其也可借助实地化、专业化和伦理化在系统内部对离土问题进行力所能及的教育性调适.     

大高度沉井井壁施工技术

以长岭—长春—吉林输气管道松花江盾构工程竖井工程为实例,介绍一种大高度沉井井壁的制作工艺,一次浇筑高度达9m,制作完成后成型质量好,为类似工程提出了很好的施工借鉴。     

温州地区黑荆树的种群结构与更新的研究

黑荆树被认为是一种恶性入侵种,已在世界许多地方入侵以后造成严重生态后果。自上世纪五十年代引入我国以来,目前在国内已经有比较广的分布,但国内一直缺少对其在中国的入侵生物学和生态学研究。本研究调查了温州地区10个黑荆树群落,对其中胸径大于1cm的个体进行了鉴定、测量和定位,重点分析了其中4个群落中黑荆树种群的大小级结构及其空间分布格局。结果表明,黑荆树的种群动态受人为干扰影响较大,更新较差且幼苗萌发后受草本层盖度影响较大。由于黑荆树更新依赖于林窗的出现,并受到种子扩散的限制,黑荆树的空间分布以聚集分布为主。黑荆树种群受到Janzen-Connell效应的制约,幼苗很难在母树周围实现更新,所以就空间资源利用上来说黑荆树入侵不会形成纯林。总的来说,黑荆树对本地演替高级阶段群落的入侵性并不高,对这类群落的生物多样性破坏能力也有限。