高职建筑工程专业课程改革探讨

本文根据对建筑企业人才要求的调查研究,以及高职类学生的知识结构,提出建筑工程专业课程安排的改革思路,主要是针对企业需求与学生特点提出课程“融合”的思路,以减少课程内容重复和课程衔接不当等问题,为高职类院校人才培养方法提供一个思路。     

Consultation,negotiation and compromise: the relationship between SENCos,parents and pupils with SEN

One outcome of the UK Government's commitment to inclusive educational policies was an increase in the number of pupils with special educational needs (SEN) being taught in mainstream schools. From the perspective of SENCos, this article analyses whether parents and pupils are able and willing to influence the development of SEN provision and distribution of SEN resources, both of which aim to ensure that pupils have more meaningful experiences of mainstream education. The findings of the study cast light on the power and influence of parents when it comes to SEN provision and resources, the importance of consulting parents and the ways in which parents empower SENCos to make decisions on behalf of themselves and their children. The importance of negotiating and attempting to seek a compromise with pupils was another key issue identified in the article. Ultimately, however, the power to decide where resources go and what is done with them appears to reside with SENCos.     

远程开放教学设计中传播理论的探讨

远程开放教学设计应该依据传播理论，从效果出发，以学生需求为中心，设置有特色的专业和课程，教师要精心编写教材，，选择适合学生独立学习的高效，方便，成本低的媒体通道辅助教学，对教学过程进行一体化方案设计，在实施中重视个别化辅导，以期达到学生就读率高，考试通过率高，受社会欢迎的效果。     

Neuro‐linguistic programming and altered states: encouraging preparation for learning in the classroom for students with special educational needs

In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11‐ to 13‐year‐old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques and language associated with representational systems as identified within neuro‐linguistic programming (NLP). Students endeavoured to alter their negative state to a positive state via this intervention. The study, by Voldis Kudliskis of South Dartmoor Community College, was of a naturalistic research design, and the students' experiences were explored by means of formal interviews, semi‐structured interviews, questionnaires and observations. The implications for altering state through techniques associated with NLP are described and evaluated in terms of student comments. The case is made for the process of altering state as a strategy to empower students to engage with their learning from the outset of the lesson.     

高校学生体育需要的分析及对策

通过对高校体育教育中的学生体育需要状况的分析，加深了对学生体育需要层次的认识，探讨了高校学生体育需要与体育认识的矛盾问题，提出了解决体育需要问题的对策和具体方案。     

How can ICT contribute to the learning of foreign languages by pupils with SEN?

In this article Lynne Meiring and Nigel Norman focus on the notion of entitlement and the demands this has made on schools and teachers to cater for the needs of a wide range of pupils previously denied an experience of foreign languages. In order to enable all pupils to realise their potential, facilities and strategies have to be reviewed and developed to ensure that their learning experience is appropriate. This article focuses on the contribution that one such facility, namely information and communications technology (ICT), can make towards removing some of the barriers to learning experienced by some pupils, enabling them to realise some of the benefits of what has often been perceived as a particularly inaccessible curricular area. The authors examine how the generic capability of ICT can enhance and enable the learning of pupils with special educational needs (SEN), but do not purport to consider specifically the specialised technology required for certain manifestations of special need.     

试论我国体育社会化进程

在社会主义市场经济条件下,体育社会化概念不可避免地渗入商业化含义,从而冲击了建立在计划经济基础上的传统体育管理机制.我国体育社会化发展具有其必然性扣必要性,是体育管理体制改革的必然方向。     

略论高职院校体育教学内容的改革

社会的变迁和发展 ,对人才的要求也随之发生变化。现代学校体育的最大问题是多数学生离开学校后 ,与学校体育教学内容相揖别。很多传授的运动技术与方法 ,在一个人的体育生涯中仅仅是匆匆过客。当前 ,各级各类学校努力探索 ,与培养目标相适应的教学内容 ,这是对传统体育教学的反思。本文通过教学实践和文献综述方法 ,论述高职院校教学内容改革的迫切性。     

Support teachers' beliefs about the academic achievement of students with special educational needs

José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development.