药物制剂技术专业仿真工学结合教学方法改革实践

工学结合教学模式是现代高等职业教育中教学方法改革的方向和目标,是培养高等职业专业人才的有效途径。结合我校药物制剂技术专业的特点,对仿真工学结合的实训教学模式作为工学结合的一种补充,进行了有效的尝试,取得了突破性进展。     

Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation

Classroom assessment is central to effective teaching and learning, making assessment literacy a core component for teacher education. The present study explores self-reported, differentiated assessment practices of Malaysian in-service teachers. The practices were evaluated using an analytic framework that was developed based upon the existing literature on components of differentiation. Data were collected from 32 in-service teachers using open-ended survey questionnaires. Twelve of the teachers also participated in in-depth interviews. Documents provided by the teachers were also analyzed. Data from the open-ended survey were analyzed using NVivo11 to develop codes for the analytic framework. The findings offer insights into teachers’ knowledge, application, and interpretation of differentiated assessment practices. The discussion explores teachers’ explanations of their own practices and, further, recommends ways to improve knowledge and application of differentiated assessment. The implications of the findings are discussed for assessment literacy-related professional development for teachers, school management and policies to facilitate implementation of differentiated assessment.     

Ethnographical mapping of thick places – teaching and learning practices in teacher training schools

The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between different activities as a starting point for understanding TaLP and where many students at the same school produce thick places of affect and meaning. The main conclusion from this study is that matters of where, what, and who are shaping TaLP. Another important conclusion from this study is that training schools offer new conditions for teacher students, but also offer new opportunities for ethnographic studies that aim at understanding these school environments with a range of new questions.     

中小企业会计行为和会计监督的现状和存在问题

随着中国经济的稳步发展,中国政府高度重视中小企业发展,制定的一系列扶持中小企业发展的政策,解决中小企业面临的突出矛盾和问题,全面提高中小企业整体素质和市场竞争力。这些政策措施要得到充分落实、发挥作用,就必须充分认识和揭示中小企业会计监督环境亟待优化,会计行为不规范,会计资料不真实、会计监督弱化的问题,促进中小企业健康协调发展。     

多维模式的形成性评估促进大学英语听力教学的实践研究

大学英语学习的培养目标是培养学生英语综合应用的能力,特别是听读能力,多维模式的形成性评估有助于英语听力教学的改进与提高。根据新的《大学英语课程教学要求》（课程要求2004）,以大学英语的课程改革为契机,以北京服装学院的大学英语听力教学改革为范例,试图探索一种具有示范性的大学英语听力教学的形成性评估的新模式。     

I explain,therefore I learn: Improving students’ assessment literacy and deep learning by teaching

Partnership in higher education emphasises an active role for students in both teaching and learning. This pedagogical culture is likely to make students assessment literate and engage them in deep learning. In this study, Iranian students experiencing learning-by-teaching (LbT) in private language institutes were interviewed to compare their perceptions toward assessment and learning with their counterparts without this experience. Findings show that LbT fosters students’ assessment literacy and deep learning. Results also reveal that by teaching other students, quasi-teachers promote a broader understanding of assessment and grade practices in comparison to other students. Unlike their counterparts, quasi-teachers de-emphasised grades and showed a greater focus on learning. Moreover, explaining the materials to other students provided them with a deeper cognitive process resulting in deeper learning. These results underscore the perceived importance of partnership in higher education.     

The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations

Data from a large study (PISA, 2015) involving more than 132,000 children and 22,000 of their teachers, in 16 nations, were used to investigate how teachers convey self-efficacy to students when they teach and whether this is culturally grounded. Using a multilevel data analysis framework, we aimed to: (1) test a path linking teacher and student self-efficacy; (2) examine teaching practices as mediators of the links between teachers and student self-efficacy; (3) evaluate the moderating roles of cultural values on those links. Results indicated that teacher and student self-efficacy were linked indirectly through the use of teaching practices, more strongly through inquiry-based practices. We found cross-cultural differences on the associations between student-perceived teaching practices and student self-efficacy that were moderated by two country-level cultural values: individualism and uncertainty avoidance. This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations.     

混合式学习理念在《计算机网络》教学中的应用

《计算机网络》课程是一门不断发展的应用型课程,针对当前《计算机网络》教育面临的新形势和新任务,结合宿州学院《计算机网络》教学的实际情况,提出在《计算机网络》课程教学中开展基于混合式学习的教学模式,以推动《计算机网络》教学的深化变革。     

The corporal punishment ban in schools: Teachers’ attitudes and classroom practices

This study examines Indian teachers’ perceptions of corporal punishment (CP), the reasons why CP still persists despite a ban, and the ways in which CP controversy reflects on social climate of the schools. Drawing from literature on custodial views of pupil control and systems theories, this qualitative study primarily uses observations and interviews to examine teachers’ perceptions related to use of CP in Delhi, India. Based on the data analysis this study concludes that alternatives to CP and successful implementation of the CP ban depend on compatibility between local and national sociocultural norms, teachers’ attitudes and beliefs towards the policies’ objectives, and the availability of resources. This study helps with understanding educator’s perception of corporal punishment as a disciplinary tool to spur meaningful action and change in the society. Additionally, this study creates a context for the policy-makers to develop equitable policies capable of helping teachers effectively to deal with students’ misbehaviour and creating safe learning environments.