Student-centred learning: the role and responsibility of the lecturer

A student-centred approach to learning encourages students to have more responsibility for their learning and is a process that relies heavily on professional confidence to ‘let-go’ of traditional teaching responsibilities. This paper describes the introduction of a student-centred approach within one further education college in Ireland, explores the facilitation role of the lecturer and identifies strategies that have enabled effective transition from traditional pedagogical practice. The research incorporated semi-structured interviews with five lecturers who adopted student-centred learning in their teaching, focus group sessions with 36 students who engaged in a student-centred module and two classroom observations. The research identified some common understanding of a student-centred approach, although the emphasis differed slightly between lecturers and students, highlighting some implications for on-going practice.     

高校实验室文化建设途径

实验室文化建设非一朝一夕可建成,它是一个需要不断积累和沉淀,又是动态发展的过程。提出了高等院校实验室文化的内涵,指出实验室文化包括物质文化与精神文化,并从物质基础保障、制度建设、队伍建设、研究方向、人文环境五个方面,提出建设建议。     

Student-centredness: the link between transforming students and transforming ourselves

It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the implications this might have for academic staff development. We argue that the term student-centred in the Rogerian sense implies a focus on the person of the student and is deeply resonant with Barnett's assertion that the emergent being of the student is as important as the development of skills and knowledge. To facilitate transformative learning in higher education an academic must know how to value the person of the student in the learning process. Academic staff development initiatives need to work with the person of the academic and take into account the level of personal development required for each academic to be able to facilitate this kind of learning.     

翻译审美批评模式初探

依据一定的模式进行翻译批评,是审美批评主体进行沟通、交流、论辩,最后通向批评共识的必要途径。不同层次的翻译批评侧重点不同,因而需要不同的批评模式。许渊冲模式在翻译审美批评实践中的应用实例阐明,该模式作为翻译审美批评模式具有可行性。     

浅谈动词短语的教学

动词短语在英语语法系统中有着举足轻重的地位.但其结构灵活、语义丰富的特点给中国学生在学习时造成较大的困难.本文通过分析动词短语的特点和难点,就动词短语的教学提出了结合语境、循序渐进等几项建议.     

民族地区农民专业合作社参与应急服务研究

针对民族地区农村社会经济发展水平较低、农民危机意识淡薄、危机承受能力非常脆弱、农村突发事件增多且恶劣等现实,具体分析了以农民专业合作社为主要依托的农村非政府应急组织参与应急服务存在的障碍、具备的功能及实现途径,以充分发挥其在民族地区农村突发事件中的预警防范与应对作用。     

提高“数字逻辑与系统”课程的教学实效

为了提高"数字逻辑与系统"理论与实践课程的教学实效,使全体同学对课程感兴趣、听得懂、肯钻研,作者在教学中"合理利用多媒体使教学效果生动化、运用比拟使抽象概念形象化、注重实践使电路功能可视化、重视细节使教学过程精致化",四法运用的实践结果表明:学生对课程教学的满意度、对课程学习的兴趣度和自觉度大增,使教学实效得到有效提升。     

创新型企业人力资本参与分配的途径比较研究

合理的人力资本收益分配模式是创新型企业成长的关键性因素之一,现行我国创新型企业人力资本参与收益分配的模式主要有四种：年薪制、员工持股计划、股票期权和管理层收购,分析了每种模式对创新型企业四类人力资本的激励程度,以美国和日本创新型企业人力资本收益分配模式为例进行考察,以期为我国创新型企业人力资本参与收益分配提供有益的借鉴与启示。