产教融合背景下高职机电一体化专业实践教学探索

产教融合是当今职业教育发展方向的共识,随着"中国制造2025"计划的不断推进,高职院校在政府的政策指导下,通过创新校企合作机制激发企业参与高职教育的热情,整合机电专业教学资源,加强师资队伍培养,建设校企交融的实训基地,打造校企利益共同体,通过加强校企合作、产教融合来培育适应地区经济发展需要的机电一体化专业技术技能人才.     

产业集群的技术创新:动因、优势与环境

产业集群是当今产业组织发展的重要特征之一,也是开展技术创新活动的重要组织方式。结合国内外产业集群研究的新进展,对产业集群的技术创新动因、技术创新优势和技术创新环境进行分析,有利于寻求促进我国地方产业集群进行技术创新、增强竞争优势的途径。     

论创新教育评价

创新教育评价是对应于创新教育提出来的一个新的教育评价概念,它是以一定的创新教育价值观指导下建立的目标分类体系为基准,运用现代人文科学方法及数学方法与技术,解析教育系统状态变量,对创新教育的个人本体价值和社会价值进行评鉴和判断,并为创新教育导向、激励和改进提供信息反馈的过程。它与传统的教育评价有着质的区别,直接关系到创新教育的成败。因此,创新教育评价需要用新的理念来建构,需要沿新的思路来推进。     

大学生科技创新能力的团队培养模式探讨

总结国内外高校培养大学生科技创新能力的经验和方法,结合我国在校大学生实际,提出以制度为导向的课外创新团队为主要组织形式,建立开放型创新实验室和稳定的校外实践基地,以及加强实践环节的大学生科技创新能力的团队培养模式。     

创新创业与通识教育选修课体系构建研究

创新创业与通识教育选修课衔接的新模式改革已在各高校实践.国务院办公厅《关于深化高等学校创新创业教育改革的实施意见》精神,为创新创业与通识教育选修课衔接带来契机.通过完善体系、健全制度以保障改革贯彻执行,帮助学生实现知识与能力的协同发展,培养具有创新创业能力的高素质创新人才.     

关于下一轮高校本科教学工作评估几个问题的探讨

如何确定下一轮评估内容的侧重点,如何加强分类指导,以及如何优化评估组织工作,是当前我国高教界在探索如何建立契合我国国情的本科教学工作评估体系,进一步提高高等教育教学质量的进程中所面临的重要课题。本文就这些问题进行探讨,强调下一轮回的评估内容的侧重点,亦即评估的"主旋律"可以提为"创新",但要区分不同类型的学校和办学层次,各有侧重。在优化评估组织工作中,要转变思想观念,确立评估管理的新体制,合理确定评估周期,以及处理好学校教学评估与学科专业评估的关系等。     

Perceived benefits and barriers to the use of high-speed broadband in Ireland's second-level schools

As part of Ireland's National Digital Strategy, high-speed broadband is being rolled out to all second-level schools to support greater use of information and communication technology (ICT) in education. This programme signals a move from slow and unreliable broadband connections for many schools to a guaranteed high-speed connection with technical support. Theoretically, this should allow for behaviours and pedagogies to adapt, incorporating ICT into education. Research shows that integrating ICT into teaching and learning is a gradual process for most teachers and is influenced by a complex mix of socio-technical factors. Our data set consists of survey data from teachers and principals from a sample of second-level schools. The survey collected factual and attitudinal variables including attitudes towards ICT integration, current availability of infrastructure and barriers to ICT use, before schools received high-speed broadband connectivity. We examine the factors influencing teachers’ attitudes to ICT and their perceived barriers in adopting new technologies in their day-to-day teaching. Analysis of this baseline period is essential in an iterative digital strategy, informing future strategies, targeting policy most effectively and achieving policy objectives. While attitudes towards the potential of high-speed broadband and use of ICT are consistently positive across sub groups of schools and teachers, perceived barriers to ICT usage differ.     

Working towards Inclusive Education: Social Contexts

ABSTRACT

Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum.     

Book reviews

Alice Lam is Professor of Organisation Studies at the School of Management, Royal Holloway University of London. Her research focuses on the relationship between organizational forms, knowledge creation and societal institutions. Her current work examines the changing nature of academic scientific work and knowledge transfer between university and industry.     

The Web in K-12 Education

Abstract

Growth in size and popularity of the Web over the last 10 years has been remarkable. There are now many calls to make the Web the center of K-12 schooling. However, there are many problems that must be solved before the Web can be fully integrated into curricula in public schools. Such problems can be categorized as practical or pedagogical in nature. Pedagogical problems include those barriers to Web integration that are caused by the nature of the education subculture and the culture at large. These are the most difficult problems to solve and would call for a nationwide commitment to true individualized education.