高校网络教育资源配置现状与优化对策

在信息技术迅猛发展的今天,网络辅助教学以其丰富的教学资源、良好的交互性成为一种新的教学方式。充分利用网络教育资源,发挥其在高校教育工作中的机器作用是教育领域研究的热点。在总结高校网络教育资源的建设现状的基础上,针对如何有效利用高校网络教育资源、开发技术含量高的网络课程、实现教育资源共享、构建统一开发的教学与学习平台、提高高校网络教育资源的应用水平、达到资源优化配置进行详细分析。     

美国教育中的腐败问题透析

教育中的腐败是一个全球性普遍问题.本文介绍了美国教育腐败问题研究的一些成果,揭示其特征、危害和原因,探寻治理措施,从一些侧面认识美国教育腐败问题,以期对我国教育腐败的预防和治理提供有益的启示和借鉴.     

中俄两国在教育服务国际市场上的出路和合作前景的比较研究

本文分析了中国与俄罗斯两国政府对国际教育服务市场认识的共同点,包括中俄两国都积极参与高等教育国际化进程,实施有限度的开放,把提高跨境教育的质量放在突出位置,关注教育产业属性的探讨,重视人才流失问题等等.文章指出俄罗斯对外教育合作的一些特点,如把独联体成员国的教育合作放在突出位置,积极谨慎地推进博洛尼亚进程,理智地分析和对待加入WTO带来的权益和可能产生的潜在危害.文章指明中俄在教育服务国际市场上的合作具有战略意义.     

学习的劳动观简论

从教育经济学的角度出发,学习本身是一种劳动.学习的性质体现为形成劳动力价值、实现人力资本的积累与增殖及其学习的回报性.与物质生产劳动相比较,学习劳动明显表现出多方面的特征.确立学习的劳动观具有重要的教育经济学意义.     

完善高职“订单培养”机制的研究

“订单培养”作为高职教育发展的一种重要形式,无论在理论上还是在实践上都得到了社会各方面的广泛认同。但在实施过程中,在模式的优化、长远就业与“订单培养”、“订单培养”中各方当事人的权利和义务及风险化解与责任分担、“订单培养”中“订单”的规范化、非劳动密集型专业与“订单培养”等诸多问题上尚需不断地丰富和完善。     

论教育异化

教育异化并不等同于教育“出了问题”.本文从马克思的异化理论入手,通过比较工人劳动的异化和学生在应试环境中学习活动的异化,认为可以将由分数控制的应试现象以及由此导致的学生片面发展理解为教育的“异化”,但不宜将教育当中存在的所有问题都归结为异化问题.造成教育异化的原因在于高考的压力,但异化的教育并非一无是处,依然具有片面但也深刻的意义.     

教育技术学核心期刊基金论文的统计分析

基金论文的研究可以把握研究领域内的前沿热点和动态,为学科发展提供有益的科研参考和借鉴。教育技术学核心期刊基金论文能够反映教育技术学科理论与实践的研究成果,将其作为研究对象,运用文献计量法、词频分析法等对基金论文的数量、资助级别、作者地区及单位、研究主题等进行统计分析。可以看出,此类核心期刊种类较少且刊期较长,基金资助来源广泛,合作程度较高,东部地区和高校中占有比例很大,远程教育、教育信息化、教学设计仍是主要研究领域,云计算、移动学习、协作学习、学分银行等逐步成为研究的新热点。     

古田会议精神育人品牌建设的探索与实践

依托古田会议精神打造特色育人品牌,对于坚持“育人必先育德、育德必先铸魂”的党建思政工作思路,培养大学生崇高的理想信念和道德情操具有重大意义。打造“红土精神”育人品牌,一是要以育人为本,打造“红土先锋”品牌;二是要以敬业为乐,打造“红土教风”品牌;三是要以成才为志,打造“红土学风”品牌。推广“红土育人”品牌建设,“基础”是结合实际、讲求实效,“关键”是继承创新、拓展理念,“根本”是以生为本、育德铸魂,“保障”是彰显特色、品牌带动。     

Evaluating teaching effectiveness and teaching improvement: A language for institutional policies and academic development practices

Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper.     

Higher education curriculum orientations and the implications for institutional curriculum change

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.