谈高校辅导员队伍的职业化趋势

从2000年开始,随着中国高等教育规模的迅速扩大,各大学对学生事务管理者的需求迅速扩大,学生事务专业化、专家化的理念逐渐被大多数高校领导者接受。本文通过分析目前高校辅导员队伍建设中的问题,进一步分析高校辅导员队伍的职业化趋势。     

建国前共产党领导下的立法机关的发展与演变

1921至1949年的28年间，中国共产党领导下的立法机关从无到有，由弱变强，走过了一段艰难而又曲折的历程。建国前，共产党领导下的立法机关可分为大革命时期、土地革命时期、抗日战争时期、解放战争时期等4个时期，其立法机关的设置还只是一种探索和尝试，表现得很不成熟。然而，新中国建立前共产党领导下的立法机关的成就是不可磨灭的。一方面，它为中国革命的成功提供了有力的法律保障；另一方面，它为新中国的成立和新中国立法体制的建立、健全奠定了坚实的基础。     

Is 'School Effectiveness' Anti-Democratic?

This paper explores the connections between School Effectiveness as a research paradigm and developments in policy and practice. With a particular focus on the English school system, 'effectiveness' is examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement. Anti-democratic tendencies in areas such as school leadership, teacher professionalism, curriculum and pedagogy are related to a failure, at the heart of the 'effectiveness' concept, to give critical consideration to social and educational aims.     

The wicked problem of embedding academic literacies: exploring rhizomatic ways of working through an adaptive leadership approach

Embedding academic literacies in higher education courses has been a major focus of the work of learning advisers. A number of studies present the results of embedding in specific courses without discussing the processes of negotiation or the different people involved. This paper is about embedding academic literacies in the Business faculty as part of an English language proficiency model at an Australian university. After initial slow progress, a team of learning advisers began to evaluate the process by reflecting on practice. This reflection focused on the space between the top-down process as planned and what actually happened in the complex academic environment. There were tensions between the proposed plan and the expectations and understandings of the disciplinary academics. These were used as a starting point to explore the issues in more detail. This paper argues that the task of embedding academic literacies bears all the hallmarks of a ‘wicked problem’ which eludes a linear formulation and is open to multiple framings. The botanical metaphor of the rhizome from the philosophy of Deleuze and Guattari and an adaptive leadership approach offer ways of responding to this problem. This paper reinterprets the team’s experiences using these theories and suggests alternative work practices. By moving away from the concept of a model, more opportunities to bring about attitudinal and curriculum change can be created to make academic literacies explicit for students.     

现代教学技术与教学模式改革

现代教学技术是先进教育思想与先进的科学技术相结合的产物，是人类在教育活动中所采取的一切技术手段的总和。现代教学技术的兴起和发展，为教学模式的改革创造了良好条件，各种教学模式不断出现。围绕教育现代化这个大目标，我们应继续深入探索教学模式的改革，以推进现代教学技术的广泛应用，提高教学的质量与效益，推进教育现代化的进程。     

全微分概念的表征及教学对策

从学生学习全微分概念过程中的心理表征出发,对照一元函数微分的概念,根据学生对全微分概念表征的认知过程,给出全微分概念教学的策略.     

Love acts and revolutionary praxis: challenging the neoliberal university through a teaching scholars development program

ABSTRACT

There has been significant interest in developing academics through Teaching Scholar Development Programs across the USA, Canada, the UK, and more recently in Australia. At their core, such programs develop academics across teaching scholarship, leadership, promotion, and award opportunities, where universities reap the benefits of developing such a cadre of leaders. This paper pays witness to one such a program in an Australian university to highlight enactments of caring passionately. We use qualitative survey evaluation data, metaphor analysis and reflective practice to nuance the pleasures, passions and challenges of the lived experiences using phenomenological and metaphor lenses to describe our experiences. Metaphors provide powerful insights into the dimensions of experience as they open up how programs are perceived and experienced. Our paper disrupts traditional linear writing through rhizomatic, multivocal and multitextual encounters to challenge dominant authorial voicing. The academic identity work and emotional work required in the program is unfolded through evolving, experiencing and reflecting on the program to inform design and highlight what we have come to (re)value in our academic work when we come together to learn, share, and lead. We forge ways to be and become with and against neoliberal agendas that have choked the soul of ‘the university’ to evolve rich spaces and practices of/for reciprocity and kindness where not only learning can thrive, but where love acts – a much needed revolutionary praxis for our time.     

高等院校学生主体性教学设计

采用问卷调查的方式对高校学生学习主体性进行调研分析,调查结果表明,学生的学习主体性总体上较差。根据学生反馈总结,分析学生学习主体性发展的影响因素,从树立主体性教学观、坚持教师的主导作用、合理组织教学内容等三个方面,提出了高校学生主体性教学设计策略。     

Learning Neuroscience: An Interactive Case-Based Online Network (ICON)

We have developed an interactive case-based online network (ICON) that provides a new learning environment and integrates the student's thinking across the different concentration tracks of one of Harvard's interfaculty science initiatives. ICON takes advantage of this cross-disciplinary, undergraduate curriculum as a model system to bring a compelling, integrative focus to bear on reshaping how Harvard students learn neuroscience. ICON contains 9 learning modules specific to each case: Case, Working Papers, Blackboard, Neuroimaging, Research Programs and Trials, Decision Tree, Learning Objectives, Virtual Contact, and Brainstorm. Modules allow the student to get away from interpreting vast amounts of available information, move toward selecting useful information, recognize discriminating findings, and build a conceptual understanding of real and meaningful problems in neuroscience. The result is that ICON introduces a new landscape within the academic curriculum where the active participation of faculty and students effectively intersects and captures an immediate, integrative learning experience for the student. The benchmark of ICON is the time spent by students and faculty to create a user-defined learning network that engages faculty to participate in the students' learning and transforms the way the student thinks.     

教育技术学究竟是什么？——解读加涅教育技术观引发的思考

本文对加涅教育技术观的形成及其内在结构进行了梳理和探析,并结合作者自己的理解予以阐释,对教育技术学究竟是什么以及学科发展趋势、专业人才培养等问题发表了个人看法,期望能够为我国教育技术学的学科建设与发展带来一些启示.