基于临床工作过程设计的助产学实训教学模式

随着国家二孩政策的全面放开,高龄产妇随之增多,这对助产士提出了更高要求。助产士不但要有扎实的理论知识,还要有熟练的助产技能。在助产学实训教学过程中,以临床工作过程为主线,设计实训模块,在此基础上引入BOPPPS教学模式,并结合客观结构化临床考核模式,可使学校教学更好对接临床工作,提高助产士的临床助产技能。     

构建网络社会内源性道德教育体系初探

网络社会环境中的道德教育面临前所未有的难题。如何建立有效的道德教育防范体系,以应对来自现实社会与网络社会双重环境的影响,已成为人们日益关注的问题。本文阐释了内源性道德教育体系构建的意义,对构建内源性道德教育体系的途径进行了初步分析,并对建立有效的网络道德体系进行了深层思考。     

谈Visual FoxPro中外部资源的使用

本文给出在利用Visual FoxPro进行编程时可使用的三种类型的外部库资源ActiveX控件(.OCX文件),动态链接库(.DLL文件),Visual FoxPro外部库(.FLL文件),并探讨了这些外部资源的基本原理和使用方法。     

提升我国高等教育自学考试竞争力的途径研究——基于教育经济学视角的分析

经过20余年的发展,高等教育自学考试(以下简称"自学考试")发展迅速,已经成为高等教育不可缺少的重要组成部分。但从教育经济学的角度看,目前自学考试的发展仍以"外延式"为主,与我国高等教育结构调整的总体趋势存在着一定的差距。随着社会经济发展和高等教育市场形势变化,自学考试制度本身所具有的显著经济和社会效益优势,决定它较其他形式的教育更易于走上产业化道路。为实现社会教育资源配置经济效率的最大化,提升自学考试制度的竞争力,需要进行自学考试教育经济学方面的研究,使自学考试在未来相当长的时期内,既能在教育市场中保持合适规模,又能符合我国经济发展的人才结构需求,以获得长足发展。     

自学考试面向农村的主要困难与对策研究——以江西自学考试为例

自学考试面向农村,是今后一个时期自学考试的一项中心工作和主要任务。江西省自学考试一直坚持面向农村,采取考点下延,政策倾斜,经费扶持等措施,收到了扩大自学考试社会影响,节省考生开支,方便考生,锻炼培养自学考试干部的良好效果。尽管如此,仍然面临农村自学考试生源下降,考务经费不足等困难。本文有针对性地提出了破解自学考试面向农村有关难题的对策建议,即要提高认识,加强领导,增强使命感和责任感;开设适农的专业和课程,尤其要增大实践操作课程的权重和更新实践操作的考核办法;开设面向县级工业园区的各种考试,实行课程内容和岗位技术"无缝"对接;发挥中职、中专和技工学校的作用,为农村培养应用人才;落实责任,搞好考务人员培训,建设良好考风;继续对农村县级考点实行"放水养鱼"的政策倾斜和经费补贴。     

高等教育自学考试之现状、问题及其对策

高等教育自学考试发展到今天,其规模已远远超过普通高等教育。如此庞大的规模能否继续健康地发展下去,这是人们需要思考的一个问题。特别是当今在我国高等教育快速发展的历史时期,随着普通高校招生规模的不断扩大,网络学校的迅速崛起,民办教育的日益壮大,这些都将对我国自学考试形成严重挑战。应对这些问题我们必须作出正确解答。     

Sectoral patterns of small firm innovation, networking and proximity

Drawing upon a sample of 597 small and medium-sized manufacturing firms, this article investigates the extent to which cooperation for innovation is associated with firm-level product and process ‘innovativeness’ and, where collaborative relationships are reported, the factors which influence their spatial distribution. With respect to the former issue, the data suggests considerable variety of association across Pavitt’s [Research Policy 13 (1994) 343] sectoral taxonomy and innovation type. However, the data also indicates the need for caution when developing network strategies or policies: the evidence presented here is unequivocal in noting that innovation is neither a necessary nor less a sufficient condition for innovation. Moreover, internal resources often act as complements to, or indeed appears to negate the need for, external resources. With regards to the spatial distribution of firm linkages, it appears that increasing firms size and export propensity are positively associated with external linkages at a higher spatial level. Moreover, the spatial reach of innovation-related linkages is also likely to be greater for firms reporting the introduction of relatively novel innovations (i.e. products or processes which are new to the industry). In contrast, smaller firms and firms engaged in incremental product innovations appear more likely to be locally embedded.     

Access to General Certificate of Secondary Education (GCSE) examinations for students with special educational needs: what is 'best practice'?

In England, Wales and Northern Ireland, recent guidance on access arrangements for students with special educational needs taking public examinations such as the end-of-school General Certificate of Secondary Education (GCSE) has signalled a commitment to the development of access arrangements in line with 'best practice'. In this article, Kevin Woods, from the Educational Support and Inclusion section of the School of Education at the University of Manchester, provides a relevant evaluation of access arrangements for GCSE examinations using questionnaire feedback from 205 specialist teachers involved in their implementation. The findings are that the system for allocating access arrangements is considered 'manageable' by 20% of teachers and 'fair' by only 25% of teachers; 70% of teachers would consider extension of access arrangements to be appropriate, notwithstanding resource constraints. Qualitative data from the questionnaires highlight the reasons for this pattern of results and a call by teachers for wider access in examinations to readers, scribes, extra time and a word processing facility. Kevin Woods sets his findings within the context of recent Government initiatives that are designed to improve engagement and achievement in the 14 to 19 age group.     

A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment

Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.     

美国考试中评价偏见的类型与鉴别方法

评价偏见涉及考试的公平性,是由经济、教育、技术等各方面因素综合作用的结果。评价偏见的类型包括平均分差异、题目功能差异、错误解释成绩、性别或种族内容、内容和经历不同、选拔决策采用的统计模型、错误的标准测量工具等造成的评价偏见。评价偏见不仅影响考生个人发展机会,而且危害社会公平。鉴别评价偏见可用审判的方法和实证的方法。对美国评价偏见的研究有助于完善我国考试,促进考试公平。