基于区域产业发展的高职专业教学标准研究--以珠海城市职业技术学院为例

教学标准是“培养什么人、怎样培养人”的基本要求,制定具有区域产业特点及校本特色的专业教学标准,能够使高职院校为区域经济社会和企业提供高水平的智力支撑,促进高职教育服务区域产业能力的提升,实现人才培养质量和办学水平的提高。     

初中数学中的几个最值模型初探

初中数学中的动点最值问题、数学应用中的最值问题是目前中考数学的热点。本文仅对其内容做适当的归纳,总结,以备中考复习。     

最低工资制度的保障性程度分析--以广州市为例

通过对广州市最低工资制度进行研究,将广州市最低工资标准与该市的社会平均工资、人均 GDP、居民物价消费指数和家庭人均消费支出这四个指标进行比较,在此基础上得出广州市最低工资保障性程度偏低的结论,并提出最低工资标准制定的具体建议：要综合考虑经济发展的多样性,建立联动调整机制;最低工资标准的调整要考虑广州市用工特点,以此为依据建立动态调整机制;建立完善工资分配领域的法律法规体系,为工资分配领域的改革提供支撑等建议。     

澳大利亚运动心理学的发展及其对我们的启示

对澳大利亚运动心理学的历史、训练、实践标准、研究现状和未来的方向等进行了介绍，并提出了我国运动心理学工作者需重视的两个问题     

完善新时期体育行为规范和道德标准体系

通过对体育竞技比赛中出现的道德失范现象的研究,阐述了此种现象发生的原因,提出了素质教育、媒体监控、法律 保障等相应的对策。     

《普通高等学校学生体质健康标准管理系统》的设计与实验研究

介绍了应用Delphi开发《普通高等学校学生体质健康标准管理系统》的目的、设计过程和关键技术,并在实践中进行大样本数据检验和研究。通过现代化手段,使得《标准》实施工作科学化、自动化和网络化。     

试论美术课程改革与美术教学改革

本文根据新美术课程标准提出了新的美术课堂教学形式，并通过对具体教学案例的分析论证了这种教学方式的可行性。     

Teacher Leader Model Standards and the Functions Assumed by National Board Certified Teachers

The Teacher Leader Model Standards (TLMS) were created to stimulate discussion around the leadership responsibilities teachers assume in schools. This study used the TLMS to gauge the self-reported leadership responsibilities of National Board Certified Teachers (NBCTs). The NBCTs reported engaging in all domains of the TLMS, most frequently with Domain 1: Fostering a collaborative culture to support educator development and student learning, and least frequently with Domain 7: Advocating for student learning and the profession.     

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education

Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.     

Settler grammars and the Australian professional standards for teachers

In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to understand how these Standards are interpreted and implemented. We adopt Calderon’s framework of settler grammars to interpret the dialectic of presence and absence that teacher educators in our study describe. Extending this frame to an analysis of the Australian Professional Standards for Teachers, we find that settler grammars function to simultaneously erase Indigenous claims to sovereignty and epistemological equality, whilst promoting a representation of Indigenous people that asserts the primacy of the settler colonial state.