民营快递物流服务质量影响因素及策略研究

作为我国快递业的一股新兴力量,民营快递正以迅猛的发展态势遍布全国各地。然而,其发展过程中的物流服务质量问题一直备受关注。近年来,该问题日渐突出,投诉率不断上升。本文利用AHP层次分析法,判定得出影响物流服务的因素主要有执行过程和技术能力,并针对这两方面的因素提出了相关策略。     

“90后”大学生思想政治教育路径创新探究

在改革开放的时代背景下成长起来的"90后"大学生具有思想活跃开放、价值取向多元、崇尚享乐主义、易接受新事物等思想特征。基于"90后"大学生的思想特点,创新思想政治教育路径,开展具有针对性和时代性的思想政治教育,能够增强思想政治教育的实效性。     

职高学生时间管理和学习拖延的关系研究

以职高学生为研究对象,采用《中学生学业拖延问卷》和《青少年时间管理倾向量表》进行调查,探讨职高学生的学习拖延和时间管理倾向的关系。结果表明：（1）职高生的时间管理倾向体水平处于中等水平;（2）职高生的学习拖延总体水平较高,处于中等偏上水平;（3）职高生的学习拖延和时间管理倾向显著负相关。     

‘Émile’ reconsidered

ABSTRACT

This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these – learning power and self-theories – approach dispositions as malleable but relatively slow to change attributes, while the third considers dispositions as potentially more contextually responsive. The two studies had the measure of learning power in common, enabling a statistical as well as a theoretical comparison between the two studies’ models of learning dispositions and their contribution to the notion of engagement. The implications of these related studies are that, in order to foster deep engagement in learning, pedagogical attention needs to be paid to the formation of learning identity and the development of learning dispositions in the process of knowledge construction. While the different approaches to conceptualising dispositions were broadly compatible, each provided a different insight into this complex concept and suggests different but related pedagogical strategies for building engagement. The paper concludes with an exploration of the implications for dispositional research of autopoetic theory as an integrating conceptual framework.     

Electronic Document Delivery: A Survey of the Landscape and Horizon

The authors examine, based on a survey of users, the electronic document delivery methods currently in place as well as changes in the recent past and future developments. Interlibrary loan and document delivery staff from institutions across the United States were surveyed in order to ascertain what document delivery mechanisms are currently in place, how they are being used, and why. Findings from this study should lead to an increased awareness of electronic delivery options in libraries across the country and elucidate the dynamics involved at individual sites. This, in turn, will assist librarians in making decisions, based not only on their individual circumstances but on the experiences and trends found across a broad sampling of institutions.     

Credit Unions for Teachers

Recently, schools of education throughout the country have struggled with how to infuse, teach, and assess dispositions in systematic ways within their teacher education programs. This necessary and important work has proved to be time-consuming challenging. The following article describes the four-step process that the authors are currently engaged in, which includes clearly defining dispositions; determining how this definition is best operationalized; determining the types of assessments needed to evaluate the desired degree of competence; and analyzing the data on these assessments for the purpose of program revision. Throughout each of these steps, the critical process of communication and support is discussed.     

Tacit Teaching

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying.

Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill‐structured domains as well.     

Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education

Abstract

A body of research is emerging on early childhood education teachers’ views on the integration of digital technologies in their practice. Despite evidence of the digitalisation of homes in affluent societies and children’s interactions in highly mediated digital environments, few teachers so far have integrated digital devices into a play-based pedagogy. Thus, this project aimed to examine the attitudes and aptitudes towards digital devices of teachers in their personal lives and professional practice in five countries (England, Luxemburg, Malta, Greece and Kuwait). An online survey designed to collect broad-scale data was followed by focus group interviews. The findings demonstrated that although teachers are digitally competent in their personal lives, there is a dominant ideology regarding the nature of play-based pedagogy that hinders the integration of digital devices into their practice.     

Transforming the embodied dispositions of pre-service special education teachers

Teacher education programs seek to foster dispositions that welcome student differences in race, culture, language and ability. However, pre-service teachers’ dispositions are difficult to transform because they tend to be aligned with the field of schooling where differences are punished or excluded. This study examines an activity for transforming pre-service teachers’ communicative habitus that was inspired by Bourdieu’s theory that habitus or dispositions are unconsciously embodied and therefore require a bodily counter-training for change. The activity instructed 17 pre-service Special Education teachers to communicate an experience through sound alone rather than words in order to challenge teachers’ deeply embodied communicative norms and open them up to the possibilities of non-normative communication. Follow up discussions, written reflections and videotaped think-alouds provided opportunities for explicit pedagogy and reflection. In this article, we discuss findings and implications from a recent implementation of this activity.     

试论气质类型与歌唱

气质是一个人稳定的个性心理特征,它影响着歌唱活动的各个方面。根据气质两面性的特点提出在声乐教学过程中因材施教、因势利导、扬长避短的观点,并提供了教与学的方法。