Identification of skills for the problem-based tutor: Student and faculty perspectives

Student ratings of problem-based tutors at Harvard Medical School in 1987–1988 indicated that tutors were seen by first year students as most helpful in encouraging critical appraisal of information, questioning and probing the reasoning process, and balancing basic science and clinical discussions. Narrative comments about the best tutors further indicated that such tutors were most helpful in balancing student-directedness with guidance and sharing professional expertise without lecturing. A concurrent survey of faculty tutors indicated that tutors rated these same skills as important. Comparing students' ratings of helpfulness with tutors' ratings of importance, two discrepancies emerged. Tutors rated student direction as more important than students rated its helpfulness. On the other hand, tutors rated the ability to balance clinical and basic science discussion as the least important skill while students' ratings indicated that it was extremely helpful. These disparities suggest points of discussion and skill building for faculty development programming.     

The Development and Validation of an Instrument to Assess Institutional-Level Environment in Universities

This study reports the development and validation of an instrument to assess institutional or university-level environment in universities. Using a sample of 489 academics from 52 departments in 28 Australian universities, an instrument called the University-Level Environment Questionnaire (ULEQ) was field-tested and validated. The final form of the ULEQ consists of 42 items assigned to seven scales: Academic Freedom, Concern for Undergraduate Learning, Concern for Research and Scholarship, Empowerment, Affiliation, Mission Consensus, and Work Pressure. Validation data showed that the ULEQ has sound structural characteristics, thus suggesting that it should prove to be an important research tool for individual academics, departments, and universities interested in improving their learning environments. This revised version was published online in July 2006 with corrections to the Cover Date.     

论现代职业教育制度的构建

现代职业教育制度是市场经济条件下,约束职业教育主体(职业学校、政府机构、企业及其他相关者)行为的一系列规则的总和。在中国,现代职业教育制度并不是凭空产生的,它是在继承了以前制度的合理成分的基础上,在政府主导下,通过制度移植和制度变迁等途径构建起来的。     

情感德育理论视域中的高校贫困生教育

阐述情感德育理论对高校贫困生教育的指导意义,分析贫困学生存在的情感问题,探讨如何运用情感德育理论做好贫困生的思想政治教育工作,提高德育实效性以服务贫困生的健康成长。     

旅游管理案例教学法的评价与效果分析

旅游管理案例教学是连接旅游管理理论和旅游管理实践的桥梁,案例教学的前提是对理论的系统把握,通过案例教学运用理论分析案例．锻炼学生面对实际问题做出关键性决策的能力。“四位一体化”案例教学模式是指将学生的专业知识、技能和素质的培养有机融为一体,确立和实践“四阶段、四结合”的一体化培养模式。“四位一体化案例教学法”就是为弥补原案例教学法在本科教学中的缺陷所进行的创新性研究。     

韩国金融监管若干问题研究

20世纪90年代,韩国分业监管机构各自为政,引致金融危机。危机爆发后,韩国随即对其金融监管体制进行了大幅度调整和机构改革,形成了集中统一监管的新模式。韩国金融监管体制改革取得了一定成效,但与此同时也出现了一些新的矛盾和问题,有待进一步解决。     

从新制度经济学视角看抗日战争

八年抗日战争最广泛的汇集了全民族的力量,铸成中华民族抗日战争的血肉长城,第一次完全彻底的赢得了近百年来中国人民反抗外来侵略战争的伟大胜利。是什么促使了中国军队有如此强大的战斗力？探本寻源,本文尝试从新制度经济学的视角揭示中日战争的根本差别在于制度,从而得出了要始终坚持党的领导、实行统一战线、党的军队政治工作制度不动摇的结论。     

考博的经济学思考

“考博”已经成为一种趋势,但在大量其他因素的作用下,通过公开考试按笔试加面试成绩由高到低来录取已经成为失灵的信号,考生在信息不对称的博弈中始终处于劣势,规范和完善博士生招收制度、防止高校滥用教育资源和教育寻租的解决方式就是借鉴美国的制度矫正和利益制衡。     

国外农业科技管理与创新体系建设的经验与启示

综合分析美国、法国、以色列、日本、韩国和印度等国家农业科技管理体制建设经验,具体概括为完善的组织管理网络体系,稳定有序的投入保障机制,科学合理的顶层管理机制和严格规范的项目评估体系。结合我国实际情况,提出政府主导的农业科技创新体系,持续稳定的投入机制,科学有效的新型评价机制,完善的法律法规体系,成果快速转化机制,专业化的项目管理专业机构等是我国农业科技管理制度建设的关键所在。以期为我国农业科技管理制度的建设与完善提供借鉴。     

集体主义认同教育的应然路向论析

在实现伟大中国梦的历史进程中,需要关键性地择取集体主义认同教育的应然路向,即系统而科学地把握集体主义原则、正确辨识纷繁复杂的各类集体形态、划清个人利益与个人主义的界限、既讲团结协作又讲公平竞争、建立利益引导与公正调节机制、基于层次性要求增强教育针对性、统筹抓好理论宣传与行为落实等,唯有如此,才能更好地提升集体主义认同教育的新水平、释放集体主义原则的正能量。