细雨如丝

“燕子,外面下雨了,快把衣服拾到屋子里来!”哦,下雨了!我打开了窗户,听着窗外淅淅沥沥的雨声,看着那如丝如雾的细雨,心中荡起了层层涟漪。那隐藏了多年的令我难以忘怀的往事又萦绕在我的心头。也许就是老师那张不经意的座次表,使我     

“双高计划”背景下高水平软件专业群课程体系建设路径

“双高计划”背景下高水平软件专业群课程体系建设遵循素质教育优先、突出岗位技能优质、强调创新教育优化的原则。明确高水平软件专业群课程体系建设内容,主要包括底层共享的基础课程、中层分立的专业课程、高层互选的拓展课程、多层贯通的综合课程体系。高职院校高水平软件专业群基础课程设置要重视人文素质培养,专业课程设置要突出软件行业技能,拓展课程设置要体现产教融合创新,综合课程设置要优化校企合作教学。     

高职能力本位教育中的英语课程改革

高职教育由学科本位向能力本位转变,其核心目标在于提高学生就业所需要的综合素质。基础学科在能力本位的高职教育系统中有着重要的基础性地位,对培养学生的能力系统发挥着支持和提升的作用。英语作为重要的基础学科,必须进行课程改革,强化教学工作。     

基于.NET的设备管理系统的设计与实现

阐述了基于ASP．NET的设备管理系统的设计与实现。系统根据企业的实际需要,利用先进的网络平台,采用B／S体系结构,将数据挖掘技术、网络安全防护技术等结合起来,实现企业设备的智能化管理,极大地提高企业设备的管理水平。     

至少还有你

妈妈走的时候是个大风凌厉的夜晚,沉重的行李箱在地板上磨出错综的刮痕,门被风吹得掩都掩不上。叶秋蜷缩在墙角,旁边站着脚边散落一地烟蒂的父亲。     

生命中的那份感动

"我终于看到/所有梦想都开花/追逐的年轻歌声多嘹亮/我终于翱翔/用心凝望不害怕/哪里会有风/就飞多远吧……隐形的翅膀/让梦恒久比天长/留一个愿望让自己想象。"     

构建高职公共英语课程在专业中的服务性地位

针对目前高职公共英语课程的教学现状,本文结合学院的课程改革实践,探讨了如何把英语课程内容与专业相结合,构建高职公共英语课程在专业中的服务性地位,并以阶段性成果表明了该课程改革思路的有效性。     

Abuse of children in foster and residential care

OBJECTIVE: There have recently been many debates in the UK about how to provide good care for children placed away from home. Professionals have realized that the level of child abuse in foster care and children's homes is high. This research examines the characteristics of physical and sexual abuse of children in foster and residential care in a city in England. The number of cases of abuse reported by pediatricians in this group was compared to the number reported by the same pediatricians for the population of Leeds as a whole. METHOD: This is a retrospective study of 158 children, fostered or in residential care who were involved in 191 episodes of alleged physical and/or sexual abuse assessed and reported by pediatricians over a 6 year period from 1990 to 1995 in Leeds, England. Details of the child including the reason for placement in care, their physical and mental health, abuse characteristics, including perpetrator and case management were studied. RESULTS (see Table 1): 158 incidents of abuse in 133 children in foster/residential care are described. In foster care, 42 children were physically abused, 76 were sexually abused, and 15 experienced both forms of abuse. In residential care, 12 children were physically abused, 6 were sexually abused, and 6 experienced both forms of abuse. In foster care 60% of sexual abuse involved girls and 60% of physical abuse involved boys. In residential care almost twice as many boys as girls were reported to be abused. Foster carers perpetrated the abuse for 41%, natural parents on contact for 23%, and children 20% of incidents. A significant proportion of abuse was severe with 1 death, 8 children with burns, 18 with genital, and 34 with anal penetration. Long-standing emotional, behavioral and learning difficulties were common. Most children (80%) had been abused prior to entry into care. Foster children were 7-8 times and children in residential care 6 times more likely to be assessed by a pediatrician for abuse than a child in the general population. CONCLUSIONS: Children in foster or residential care form an at risk group for maltreatment. Their special needs include additional measures to protect them from abuse.     

高师生专业成长中实践性知识生成策略研究——基于《课程与教学论》有效教学的视角

实践性知识反映出高师生个人的教育智慧和风格,是高师生专业化发展的知识基础。本文从高师生的教育信念、教学理念、教育理论知识、亲历实践、反思能力以及评价机制六个方面系统阐述促进高师生实践性知识生成的若干策略。