高职院校内部分级管理的探索与实践

学校内部管理在学校发展和实现人的培养目标上越来越重要,构建新形势下高职院校内部院系二级管理模式,能够形成宏观控制、微观搞活,重心下移、规范合理,责权利一致、精简高效的管理格局。     

Differential effects of three professional development models on teacher knowledge and student achievement in elementary science

To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012     

Why are we using action learning and in what contexts?

The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in Action Learning: Research and Practice between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice.     

大学数学基础课教学中的案例使用初探

分析了经管类本科专业的数学基础课教学现状,针对存在的问题,结合我国古典数学教育传统,详细阐述了案例融入数学基础课课堂教学对于培养学生数学联系实际的能力及数学素质的效果。最后,指出了数学基础知识与体现数学应用特点的案例的有机结合,是对大学数学基础课教学改革的一个有力促进。     

在线考试系统的设计与实现——以云南国土资源职业学院为例

互联网技术的发展为教育领域的变革带来了深刻影响,在此背景下,设计在线考试系统并进行应用,不仅能够对传统的考试模式进行优化,而且有利于推动考试工作呈现出更为公平与更为公正的特征。云南国土资源职业学院在线考试系统呈现出了较高的通用性与实用性,文章以此系统为例,对在线考试系统设计与实现中的系统设计需求、系统用例、系统结构设计进行了研究与探讨。     

SQL数据库备份恢复策略在教学管理系统中的应用

为适应高校学分制改革和教学管理手段信息化不断变革的需要,阿坝师专于2003年3月正式启用了教学管理系统。随着系统不断完善,学校日常教学管理工作对信息系统依赖性不断加深,因此保证信息系统的安全性就显得尤为重要。数据库系统安全涉及软件、硬件、管理制度等多方面因素,我们就学校教学管理信息系统中采用的SQL数据库系统所支持的数据库备份与恢复策略进行全面分析,并结合学校实际情况提出我们解决方案。     

高职院校应用文写作教学方法探微

信息时代对人才的应用文写作能力提出了更高的要求,应用文写作已成为各高职院校一门必修的基础课程。传统的应用文写作教学方式使教与学都达不到良好的效果,根据应用文的实用性的特点,高职院校教师需要不断地转变教学观念,研究教学方法,在教学过程中引入讲授教学法、案例教学法、情境教学法、网络教学法,切实提高应用文写作的教学效果。     

论行政复议和行政诉讼审查范围的衔接

1999年《行政复议法》颁行,我国独立的行政复议制度正式建立,《行政诉讼法》与《行政复议法》的冲突也随之出现并逐渐突显,二者在审查行政行为方面、具体行政行为方面、具体行政行为合法性方面、救济权益方面和排除受理方面等审查范围的规定上严重脱节,既不利于保护公民、法人或者其他组织的合法权益,也不能使行政权的运行受到全面审查和有效监督,有悖于行政复议和行政诉讼的立法目的,因此,必须完善行政复议和行政诉讼审查范围的规定,实现行政复议和行政诉讼审查范围的有效衔接,达此目的现实而有效的路径有二,一是弥补行政复议制度缺陷,二是扩大行政诉讼的审查范围。     

不平静的寺庙——从嘉庆朝《刑科题本》的僧案看清代草根僧侣

僧侣是清代一个数量庞大、分布广泛的群体。有清一代,僧侣最多时有近百万。百万之众的僧侣也像其它群体一样,鱼龙混杂,内部自然分为草根和精英两大阶层。嘉庆《刑科题本》中的涉案僧侣绝大部分是草根僧侣,透过他们的供词,今人可以了解到这些草根僧侣在清代的基本生活状况,社会地位以及当时人对其的普遍态度。     

对离婚案件可仲裁性的探讨

现行仲裁法将离婚案件排除在仲裁庭的管辖范围之外,这样的规定有一定的不合理性。本文从概念、特征和意义、标准出发,将离婚案件放到具体的标准当中进行讨论,从而得出结论:简单的将涉及婚姻、收养、监护、扶养、继承关系的争议排除在可仲裁性争议之外是不合理的。离婚争议中,确认婚姻关系解除是不可以提交仲裁解决,但就其他方面,即使涉及身份关系,法律也没有强制要求相关财产问题必须由法院解决,这给仲裁解决有了可能性。所以,应区别具体情况,关键看案件中具体的争议事项是否符合争议可仲裁性的标准,应当将可仲裁性的标准放到案件的具体争议性质中去判断,而不是简单地以案件类型论。