高职英语专业学生自主学习能力的培养

大学中的英语教学应该有利于学生逐步实现从学习依赖到学习自主的转变.本文探讨了自主外语学习的必要性,并在对所教班级自主学习能力状况调查的基础上,进行思考分析,并就如何培养学生学习自主能力这一问题提出几点看法.     

政治文明视野中制度设计的人性基础

制度文明是政治文明的重要支撑和标志。制度设计在逻辑上蕴涵了制度文明的价值追求，它是实现制度文明的基本途径。在政治文明建设中，提供有效的制度设计是我们党和政府的首要任务。一定的人性假设是制度设计的逻辑基础，只有建立在科学的人性假设基础上的制度设计，才能构架出适合政治文明要求的制度体系。西方国家的制度变迁历史和新中国的制度变迁历史充分说明了人性假设在制度设计中的重要作用。     

Educational expenditures and student engagement: When does money matter?

The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The present research examined the relationships between higher education expenditures and students’ engagement in educationally purposeful activities, after controlling for a variety of student and institutional characteristics. Using data from a nationally representative sample of colleges and universities, the findings indicated that the relationships between expenditures and student engagement are very complex. Relationships differed by institutional control, students’ year in school, and the type of engagement measure included in the analysis.     

论英国非法证据排除规则:衍生史与制度构型

英国的普通法传统不承认非法证据排除规则,证据的可信性决定着证据的可采性;但这种传统的制度立场在当代逐渐发生现代转型,即取证方式的合法性成为判定证据能力的重要因素.英国当前的非法证据排除规则在制度构型上表现出以下特点:以司法公平为理论基础;以基本法和一般法律为规范法源;以利益权衡为运作模式.我国当前的非法证据排除规则的制度改革,可以从英国证据规则的衍生史与制度构型中得到启示:实现证据规则理念由证据可信性到证据可采性的现代转型;并实现证据规则构架由简单化规则到系统化规则的现代转型.     

试论职教改革视域下加强高职学生制度自信教育的重要意义

目前,我国正处于深化职业教育改革的关键时期,国家为促进职业教育发展出台了《国家职业教育改革实施方案》并对职业教育发展提出了新要求,同时高职学生的生源成分、思想政治状况、国际国内局势以及国家对高职人才的要求也都出现了新变化。加强高职学生制度自信教育具有为实现中华民族伟大复兴汇聚力量,促进职业教育改革发展,引导高职学生成长成才的深远意义,文章从宏观、中观和微观三个层面对加强高职学生制度自信的重要性进行了简要论述。     

2003年北大人事制度改革：新制度主义社会学分析

本研究以2003年北大教师聘任和职务晋升制度改革为案例，以新制度主义社会学的制度构建理论为分析框架，揭示了我国大学制度变革过程中所呈现出的利益冲突和制度困境，并得出结论：认为2003年的北大改革虽然是一次不完全的制度变迁，却是中国大学自主权运动的一次重要突破。     

Museum Experience — a Resource for Science Teacher Education

In this study, the researcher included an extensive science museum experience for the pre-service secondary science teachers within a teaching methods course to enhance their learning to teach science. The extensive museum experience covered four aspects: the visit, discussion with museum educators, the development of lesson plans, and practising teaching in the science museum. Twenty-one pre-service science teachers attended this course. Qualitative methods were used for data collection and analysis. The data sources included field notes, reports, diaries, and interviews. The findings show that this course connecting museum resources and context had created a novel situation for pre-service science teachers to learn how to teach science. The discourses with the museum educators also provided them with innovations in education beyond the gains from traditional teacher education. Through developing and practising teaching activities, they improved their understanding of the meanings and effective ways to use museum resources in science teaching. Pre-service science teachers reported that getting feedback from peers and observing modeling teaching was helpful. This course provided an alternative way to view how scientific activities were developed for junior high students. In general, the use of museum settings provides a new profile of learning and teaching course for pre-service science teachers in Taiwan. Based on the findings, this study makes suggestions for those science teacher educators who would like to use science museum resources and contexts to nurture prospective science teachers.     

高职院校管理研究及"院校研究"分析

根据高职院校的历史沿革和现实条件的多样性,高职院校管理研究应改变现状,着眼于"本土问题"的解决,并将"院校研究"作为高职院校管理研究的基本范式。     

我国高等职业教育评估制度政策发展探析

文章对我国高等职业教育评估制度的政策演变历程进行了一次比较系统的梳理,试图揭示出一系列重要政策出台的相关背景及原因,并对高等职业教育评估制度政策演变的不同阶段及其特征进行分析,在此基础上提出对我国高等职业教育评估政策发展趋势的一些思考     

教育质量与质量证据：2013年美国高等院校认证标准

美国中北部区域高等教育认证委员会2013年新认证标准对教育质量的评估提出了进一步的要求,强调教育要有质量,质量要有证据,评估重点转型到对学生学习结果的评估,作为判断学生学习质量的主要证据之一。在了解和借鉴境外同行的经验中,处理学校运行常态信息与质量信息的关系,思考教育理念共识与基于文化之教育理念之间的衔接点,可以使教育工作者对教育质量在现实社会大环境中的内涵有比较合理的认识。