当代大学生思想政治教育激励机制探微——基于现代激励理论的分析视角

当代大学生思想政治教育激励机制存在诸多弊端,如激励方式单一、范围小、忽略学生个性等。针对现有激励机制的不足,提出按需激励、双向激励、目标激励、奖罚激励等改进措施。从物质与精神两方面满足学生需要,发掘学生个性,激发学习动机,调动行为积极性,进而提出在该机制具体实施过程中还需要把握“以人为本”的原则、适度原则和公平公正原则。     

论技术价值选择原则

技术价值的选择必须遵循目的价值与手段价值相统一的原则、个人需要与社会需要相统一的原则、最大效益与最小代价相统一的原则、避苦需要与增福需要相统一的原则、生存需要与发展需要相统一的原则。     

韩国全纳教育的发展、实施策略及面临问题

韩国从1971年最初设立特殊班级开始,历经40年的发展,目前已形成独具特色的全纳教育体系.回顾韩国全纳教育的产生与发展,分析韩国全纳教育的实践策略与存在问题,对中国随班就读的理论与实践具有重要借鉴与参考价值.     

北海市社区居民终身学习需求的比较分析

社区教育是建立及完善终身教育体系、建设学习型社会的重要途径。＂数字化手段推进广西北部湾经济区学习型社区建设实践研究＂课题组对北海市企业园区、居民社区、乡镇社区居民的终身学习需求进行调查,了解了不同群体社区居民的学习需求、愿望、动机和行为特征,并进行了比较分析。从激发居民终身学习内动力、健全社区教育管理体制和运行机制、形成社区教育经费投入机制、建立相对稳定的社区教育师资队伍,结合本土实际创新社区教育模式等几方面提出了建议。     

高职学生课余阅读需求分析及途径探讨

课余阅读是高职学生获取知识的重要途径,根据调查问卷分析高职学生的课余阅读需求,有针对性地引导高职生的课余阅读,通过在课堂教学中提升阅读水平,利用选修课扩展阅读时间,开展校园活动增加阅读等途径来提高高职学生的课余阅读质量,从而获得知识,得到熏陶。     

天津滨海新区青年农民工教育需求分析与对策

通过对天津滨海新区青年农民工的教育需求进行调查,并从青年农民工教育需求的现状、动机、形式和内容四方面进行分析,得出如下结论。青年农民工提供多层次多样化的学习机会、即学即用的学习课程、方便快捷的工作信息服务以及创新完善的教育培训机制等,可以为全面提升天津滨海新区青年农民工的素质服务。     

需求与认同：高校青年教师认同感研究——以中国矿业大学为例

高校青年教师群体对学校的认同感的培养是稳定教师队伍、培育教学科研梯队的重要基础工程。认同感培养的基础是需求的满足。高校青年教师的需求既有基础的物质需求,同时又具有对个人理想和价值自我实现的需求。针对当前的青年教师认同＂困惑＂现状,应首先运用沟通方式,从信息方面塑造舆论,传播校园文化和学术传统,加强校园文化认知和教育忠诚培养;其次围绕安全感问题,逐步从职业认同,家庭归属,群体归属角度来培养认同感,同时不断满足具有群体代表性的需求,以满足其对安全感的诉求。     

基于ESP理论的地方高校大学英语拓展课程设置的需求分析

随着大学英语教学改革转型期的到来,以学习者的特定需求为指向的特殊用途英语(ESP)教学将成为大学英语教学改革的一个方向。ESP教学作为衔接大学英语基础阶段教学与高年级双语教学(或者专业英语)的桥梁,在地方高校大学英语教改中的地位也日益突显。基于此,分析地方高校学生在通过大学英语四级考试后的提高阶段对特殊用途英语(ESP)教学的需求和对课程设置的态度,并以温州大学大学英语教学改革为例,进行了基于ESP理论的地方高校大学英语提高阶段课程设置的需求分析,以期能够为其他院校提供借鉴。     

Mainstream teachers about including deaf or hard of hearing students

This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students’ needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers’ emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers’ pedagogies in inclusive classrooms are discussed.     

The learning needs of beginning teachers in the United Arab Emirates

Beginning teachers have legitimate learning needs that cannot be grasped in advance or outside the school context. These needs are documented in Western literature, but the skills required by beginning teachers in the United Arab Emirates (UAE) have not been investigated. The present study responds to this research gap. Data were collected through a self-administered survey with multiple-choice and open-ended questions completed by beginning teachers. Then focus group meetings with selected participants were conducted. Classroom management, creating attractive learning environments, motivating pupils to learn and using different teaching strategies are the most critical learning needs of beginning teachers in the UAE. Interestingly, being responsive to the diverse cultural and social backgrounds of pupils, creating extra-curricular activities and teaching in overpopulated classrooms were considered less crucial. These findings are significant for improving pre-service teacher education programmes and in-service teacher training and mentoring programmes in the country.