省域高等教育结构调整策略——以河南为个案

在1998-2007年我国高等教育结构变迁中,河南高等教育结构有其特殊性,主要体现在:层次结构呈重心偏低的金字塔型,形式结构中普通高校扩张而成人高校萎缩,科类结构中工学和文学比例较高,布局结构呈以郑州为中心的辐射状。依据外部适应与内部协调原则,河南高等教育结构现状存在不合理因素,要努力提升学位层次的重心,提高科技创新人才培养能力;继续保持普通高校的发展趋势,转变成人教育发展思路;依据经济发展需求调整科类结构,完善高校专业设置;建设中原高等教育城市群,推动省域高等教育的协调发展。     

Using communities of practice to enhance interdisciplinary teaching: lessons from four Australian institutions

We report on the establishment of communities of practice at four Australian institutions and evaluate their effectiveness and durability as a means of building staff and institutional capacity for interdisciplinary teaching. A community of practice approach is a potentially valuable methodology for overcoming dynamics of fragmentation, isolation and competition within universities. The communities we established were anchored by a shared focus on the topic of climate change and they worked collaboratively to build relationships of trust and reciprocity between teachers in a wide range of disciplines. The aim of each community was to improve the teaching of climate change through enabling members to integrate diverse disciplinary perspectives, to teach collaboratively, to promote innovation through exchange and to demonstrate leadership within their institutions. The key factors that made our communities effective and durable are: (1) designation of two leadership roles, activator and facilitator, (2) provision for institutional autonomy in domesticating the model to fit local circumstances and (3) a pragmatic emphasis on opportunities for teaching innovation and leadership within existing administrative structures, teaching programs and workloads. We conclude that suitably designed and resourced communities of practice are a viable means of improving interdisciplinary teaching of complex problems by facilitating both staff development and institutional learning.     

探析心理学整合的一种可能路径: 基于“质”与“量”对峙的思考

心理学研究方法中“质”与“量”的分歧由来已久。纵观现代西方心理学的百年发展史,各学派之间的对峙表现在研究方法上正是“质”与“量”对峙的结果。在心理学研究中,使用“质”与“量”的研究方法对人复杂的心理活动规律进行探究各有优势和缺陷。我们认为在心理学的研究中,应该采用多元方法将质和量的方法进行融合,使之可以优势互补,从而更加有效地揭示人的心理活动规律。同时,我们认为这也是未来心理学整合的一种可能路径。     

明清时期安徽地区行政区划变迁

当今安徽的行政区划在明朝时期初具雏形,在清朝时正式设立。明朝时期安徽全境首次被纳入一个行政区划,凤阳府的设置和督抚辖区的划分,使得安徽省的轮廓逐渐清晰起来。清朝康熙六年(1667)苏皖分省,安徽省在历史上始出现,经过雍正年间对省以下州府县的调整,安徽省的政区机构大致确定。经历了明清五百余年,从无到有再到逐渐形成一个完整独立的行政系统,安徽地区行政区划的这些变化背后蕴含着许多社会和政治问题,了解这些变化的原因,对当今安徽省的经济社会发展和行政资源配置有着积极意义。     

陆军军官院校课程体系的变革与创新——中外陆军院校长论坛综述

2013年在陆军军官学院召开的“中外陆军院校长论坛”邀请了6所外军院校和4所解放军院校的院校长就“陆军军官院校课程体系的变革与创新”进行了研讨交流。本文主要就军官培养面临的挑战与军官培养模式改革、军官学校的科学文化课程变革、军官学校的军事与体育课程变革等主要议题,梳理中外院校长所阐发的观点和各国的实践。     

农村中小学布局调整政策的历程、反思与走向

农村中小学布局调整有利于优化农村教育资源配置,实现优质教育资源共享,促进农村义务教育持续、健康发展。从教育政策的角度,通过回顾中国改革开放至今学校布局调整的主要历程,反思目前布局调整中的主要问题以及展望中小学布局调整政策的走向,对今后更加科学、合理地制定学校布局调整政策是具有重要意义的。     

组织行为学视阈下高校马克思主义大众化实现路径研究——动机激励与态度改变

为了保证马克思主义大众化在高校的顺利推进,除了教师、党团组织等推进主体的努力之外,还必须有接受者即大学生的内在配合。内外因素的共同作用,才能确实、有效地完成这一历史性任务。通过设置目标、满足需求等方式可以激发大学生学习马克思主义理论的动机,通过优化信息传递方式等途径可以改变大学生对待马克思主义理论的态度。充分运用组织行为学的激励理论,将有利于促进马克思主义大众化在高校的有效进行。     

Creating a Professional Learning Community through Self-Study

This article describes the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school. Located in the center of the rural state of Iowa, the school's development of a bilingual program for native speakers of both English and Spanish created challenges for the educators involved. The authors reflect the spectrum of collegial partnerships fostered by the experience, representing two classroom teachers, a program coordinator, and two university professors. They present their analysis of the development of a dual language program and the impact of their collegial self-study on how they thought about their practice, how they engaged with others, and how they were able to achieve change within and across their practice.     

The Dose-Response Relationship at a College Counseling Center

Abstract

Most college counseling centers have adopted session limits for their psychotherapy clients though little evidence exists to support such cutoff points. In the past eight years, a few studies have been published using survival analysis statistics for investigating the speed of recovery in psychotherapy. The outcome of clients at a university counseling center was studied to assess change across time, on a session-by-session basis. The analysis of these data showed that 14 sessions of psychotherapy were required for 51% of clients to meet criteria for clinically significant change. Results were interpreted as suggesting that limiting psychotherapy at college counseling centers may result in improvements that are not clinically meaningful for the majority of clients receiving services.