OCW视角的高职国家精品课程建设研究

开放课程软件OCW起源于美国麻省理工学院的开放课程软件项目,本文从OCW的视角,以高职国家精品课程建设为例,探讨高职开放课程建设的意义、特征、理论基础、原则和技术要求等问题.     

公立自然和人文公园约聘雇人力绩效评估指标之建立

公立自然和人文公园约聘雇人员目前缺乏一套完整的人力评鉴及考核机制,本研究透过文献探讨及专家访谈,拟定公立自然和人文公园约聘雇人员绩效评估指标,再透过专家问卷调查全台湾8个公立自然和人文公园99位专家(主管及资深人员)之意见,以层级分析法(AHP)计算出各指标间之权重,藉以建立绩效评估表之各项评分比重,以期建立有效约聘雇人员之绩效评估制度。本研究归纳出工作态度、工作表现、人格特质及专业能力四项评估构面及16个评估指标,层级分析法(AHP)结果显示,四个构面中以工作态度(0.434)之重要性为最高,其次为工作表现(0.204)、人格特质(0.194)及专业能力(0.167)。其他细项指标权重及建议分级采用之评估准则详述于内文。     

任务驱动下的大学英语学习自主性培养

利用自主中心丰富的资源和互动平台,本研究设计了任务驱动下依托于自主学习中心的学生大学英语学习自主性培养模式。该模式共包含三阶段,第一、二阶段为任务驱动下学生进行的半自主学习。前两阶段,学生在教师的帮助下设定学习目标、采取合适的学习策略、完成评估。第三阶段为学生完全自主的学习。学生自主设定目标、自主选择学习策略、自主完成评估学习效果。此培养模式对自主中心的建立、自主中心课程的设置以及学生自主性的培养有一定的参考意义。     

Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures,contexts and tensions

ABSTRACT

This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools.     

和谐民族观探微

和谐民族观是科学发展观在民族工作上的具体体现,实现了在民族理论与政策上的新发展。同时,在树立和谐民族观时过程中,应注意民族与宗教的关系、宗教与社会主义社会的关系、民族观与国家观的关系。     

The relationship between teacher’s autonomy support and students’ autonomy and vitality

Abstract

Within education, some teachers’ interpretation of professionalism emphasizes conformity to the perceived norms of collective associations. Unprofessional behaviour, often equated with ‘unethical’ behaviour, is seen by many to be that which threatens solidarity and loyalty to colleagues. Informal norms typified by casual collegial relations as well as more formal attachments to organized unions or teachers’ federations exert a significant influence on individuals’ behaviour within the group. Professional ethics, in this sense, become concerned primarily with how one relates to colleagues rather than how one fulfils moral responsibilities to students. Qualitative findings from interviews with elementary and secondary school teachers suggest that, as a result of an ethic of collegial loyalty, some teachers experience personal moral and ethical dilemmas that they find difficult to resolve. Some respondents acknowledged that this can enable serious situations to be ignored or ‘covered up’. This paper examines some of the tensions and dilemmas experienced by teachers and raises questions about the ethical adequacy of defining professionalism in terms of inter‐colleague behaviour.     

审美与超越：民族传统文化视域中的民族高校文化建设--兼论广西民族师范学院的校园文化景观

民族传统文化是每个民族的精神瑰宝,高校文化建设是城市的灵魂工程。如何更好地通过吸收民族传统文化的优秀内核,建构民族高校的文化景观是本文主要探讨的问题。本文以广西民族师范学院为例,以审美与超越之心,注重民族传统文化的独特性,坚持校园文化的多元性,既是实现民族传统文化和民族高校文化建设互渗共融的必由之路,也是高校文化建设的科学之路。     

苍山洱海立法保护经验的借鉴与启示

苍山洱海的立法保护,为民族自治地方的生态立法保护提供了一个成功的范例,当中有不少经验值得总结和借鉴。例如,充分利用立法自治权制定保护条例、制定配套的政府规范性文件、设立专门的行政执法机关、根据形势发展及时修订法规、编制地区生态环境保护规划等等。另一方面,苍山洱海的立法保护也有不足而需要完善的地方,比如应当确立生态保护立法的宗旨和基本原则,通过立法建立完善的生态利益补偿机制等等。     

高校教师教学能力的提升——基于国内外研究的思考

高校教师教学能力关乎高等教育的质量。高校教师教学能力的提升应摆脱“工具化”的倾向,遵循“教学育人”“以评促教”的原则推进教师教学能力培养的改革和建设,确立“发展性”的教师教学能力培养取向、“实践性”的教师教学能力培养支持系统和完善教师教学能力考评机制的高校教师教学能力提升策略。