利益相关者理论视野下的地方高校融资风险防范机制建构

根据利益相关者理论,政府、银行与高校构成了地方高校融资风险的三方利益相关者。应从政策调控、融资管理、信息沟通和融资监管四个方面来构建地方高校融资风险防范机制的建构。     

基于工作过程的学习领域课程体系的开发与实践——以高职物流管理专业为例

基于工作过程的学习领域课程体系的开发,是高职教育内涵建设的前沿课题。本文以学习领域课程体系开发的基本理念为指导,分析当前高职物流管理专业职业岗位和培养目标;然后结合我校实际,以国际物流、金融物流方向的工作流程为主线,确定各方向的学习领域课程体系,并对物流采购管理学习领域课程开发进行实践;最后对学习领域课程的教学实施进行探讨。     

Suitability of school textbooks for 5 to 7 year old children with colour vision deficiencies

Purpose

The aim of the present study was to determine, through colorimetric analysis, whether school textbooks for children aged 5 to 7 years contained tasks requiring normal colour vision discrimination for their resolution. In addition, the performance of a group of observers with diverse colour vision deficiencies was evaluated while conducting the tasks under analysis.

Results

Textbooks of mathematics were found to include 10% of tasks which, to an observer with colour vision deficiency, would be very difficult or impossible to solve. The level of difficulty of each task was influenced by the type and degree of colour vision deficiency and by the actual ambient illumination under which it was observed.

Conclusions

Some school textbooks need to be redesigned through an alternative use of colours and textures to take into consideration colour vision deficiencies. In view of the present findings, many Spanish editorial boards have committed to undertake these changes.     

Comparing active delay and procrastination from a self-regulated learning perspective

Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement.     

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

Intrinsic Factors for Continued ERP Learning: A Precursor to Interdisciplinary ERP Curriculum Design

Unilateral enterprise resource planning (ERP) curriculum improvements from the instructor's perspective are likely to generate only limited success. Understanding student motivations and beliefs with ERP systems is the missing link to effective ERP education. Relatively little attention in the ERP literature has been given to student learning associated with ERP experience, and almost none to factors influencing current and expected student beliefs and behaviors relative to ERP. The complexity of ERP systems demands that beliefs and behaviors be considered when planning ERP curricula. In the present study, the Theory of Planned Behavior was extended to examine students’ intentions to explore additional aspects of ERP after their class exercises. When considering all students, attitude and subjective norm had positive and significant effects on intentions to continue ERP learning. Subjective norm also affected attitude, and availability of support materials had a positive effect on subjective norm. Distinctive patterns are found for the construct relationships between student groups who valued ERP education (the engaged) and those who placed little or no value on ERP education (the undecided). Results from competing model analyses indicate that support materials influenced the engaged and undecided groups differently. Strategies for ERP curriculum design are provided.     

信息环境下西部地区大学生英语学习现状及其原因分析——以四川外语学院为例

信息技术影响到外语教与学的方方面面。对学生进行调查后发现,近半数学生喜欢通过网络和手机等电子工具学习英语;有1／3左右的学生喜欢通过虚拟学习环境学习英语;只有很少一部分学生喜欢去自主学习中心学习英语。从学生视角对造成上述现象原因进行分析有助于帮助学生提高学习能力。     

开放教育环境下提高英语教学效果的思考

在电大开放教育环境下,学员很难在较短时间内取得良好学习效果。探讨电大开放教育环境下适合各专业学员学习的有效方法,提高英语面授辅导课教学效果,切实增强开放教育各专业学员英语应用能力和综合素质具有十分重要的意义。     

完善英语课程形成性考核提高电大学生英语自主学习能力

应用形成性考核理论,以衢州广播电视大学开放教育英语专业学生为主要调查群体,结合衢州电大外语教研组教师的教学体会和经验,通过教师对学生自主学习方式进行指导,尽快让学生掌握有效学习方法等,进一步完善英语课程形成性考核体系,提高电大学生英语自主学习能力。     

马克思主义的民生理论与实践研究论纲

民生问题是一个价值关系范畴和社会历史范畴。研究马克思主义民生理论与实践具有重要的学术理论价值和实践价值。对马克思主义民生理论的研究,可从本体论、认识论、方法论、价值论等视角切入;对马克思主义民生实践的研究,可从历史和问题两个视角切入;对马克思主义民生理论与实践的研究,可在辩证唯物主义历史唯物主义总的方法论原则指导下,采用问题分析、价值分析、系统分析、矛盾分析、比较分析等具体方法进行。