理念的意义

一个时期以来,办学理念一词在高校中使用频率较高。办学理念亦称“学校教育哲学”,是学校成员对学校的理性认识、理想追求及教育观念的复合体。它是学校内在的精神动力,具有引导性功能和激励性作用。指导着学校的改革与发展,使学校整体行动更具自觉性和目的性。是学校出成果上水平,沿着科学的轨道发展的灵魂。     

开放的活力

三十年前,结束十年动乱的中国,百废待兴。邓小平同志雄视高瞻,亲自批准创办了广播电视大学,揭开了中国远程教育的新篇章。可以毫不夸张地说,广播电视大学在中国大地的诞生,就是改革开放的产物。     

对我院教育专业本科毕业生教育质量的调查与分析

实施毕业生质量的调查是提高教育质量的重要措施之一。本文通过对我院体育教育专业十届本科毕业生的跟踪调查与分析,初步找出我院在人材培养过程中的薄弱环节,从而提出教育改革的措施,达到进一步提高人材培养质量的目的。     

The effect of issue obtrusiveness,issue congruence,and response strategies on the acceptance of crisis communication messages

Based on issue ownership theory, this study identifies the effects of issue obtrusiveness, issue congruence, and crisis response strategies on the level of acceptance of crisis communication messages employing 2 × 2 × 3 (issue obtrusiveness × issue congruence × response strategies: scapegoat, justification, reminder) experimental research. Two large Korean business groups (Hyundai and SK) were selected. There was a main effect in crisis response strategies and a three-way interaction effect. A crisis communication message was effective when a corporation owns congruent and unobtrusive issues. Implications for public relations research and practices were discussed.     

回眸三十年

2008年1月30日,教育部在人民大会堂隆重举行“纪念邓小平同志批示创办广播电视大学30周年暨推进国家终身教育体系建设座谈会”。会议由教育部部长周济主持,国务委员陈至立发表重要讲话,这在广播电视大学历史上是绝无仅有的高规格会议。它向人们发出一种信号：国家对现代远程教育更加重视。     

陶渊明和华兹华斯的“静”中之“动”

评论界一般习惯于把“静”同陶渊明和华兹华斯联系在一起 ,似乎“静”是其精神气质的全部 ,这是不全面的。实际上 ,在陶渊明和华兹华斯“静”的面罩之下还掩藏着同等重要的“动”的一面。“动”是他们心理矛盾引发的心理波动 ,在内涵上丰富多彩 ,在消解方式上多种多样 ,在其文学创作中具有积极的作用     

高校数字图书馆的资源重构研究

本文在对数字图书馆与传统图书馆作简单比较的基础上,对浙江省几所高校在数字化进程中信息资源和人力资源配置的现状作了调查,最后提出了高校数字图书馆资源重构的策略。     

我国留学教育之功能研究的动态分析

留学教育在我国近现代社会进程中发挥了极其重要的作用并产生了深刻的影响.留学教育的功能研究已成为国内学界广泛关注和研究的领域.就此领域,我们在中国期刊网上查阅了1997年到2007年的相关文献研究,试图从政治、经济、文化等社会功能与个体功能两个方面对其相关研究进行梳理,并对研究的取向、视角、方法进行分析.     

生物质柴油产业现状与动态

介绍了近年来国内外生物柴油产业的开发应用现状、生产技术进展及各国发展生物柴油的相关激励政策,最后展望了生物柴油的发展前景,为我国生物柴油产业的发展提出了一些建议.     

University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model

As many Korean universities have recommended the implementation of mobile learning (m‐learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m‐learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m‐learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m‐learning self‐efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m‐learning. The study results confirmed the acceptability of the model to explain students' acceptance of m‐learning. M‐learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN.