Care,thoughtfulness, and tact: a conceptual framework for university supervisors

The pedagogical work of university supervisors has received little attention in teacher education literature. Based on this concern, this paper provides a conceptual framework for university supervisors, recasting their role as teacher pedagogues focused on responding to the particular contextual needs of student teachers as they learn to teach. Using care, thoughtfulness, and tact as a conceptual framework, the author argues for an interactive and responsive pedagogy of field‐based teacher education grounded in the university supervisor’s concern for the development of the student teacher.     

Staff Development in Problem-based Learning

It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum.     

大学非英语专业新生否定倒装结构磨蚀实证研究

以144名非英语专业大一新生为受试对象,通过一个历时研究发现:经过一年大学英语学习,整体上受试对象三类否定倒装结构有两类发生显著磨蚀,高分组学生任何类别否定倒装结构均没有显著磨蚀,低分组三类都有磨蚀。影响大一新生否定倒装结构磨蚀的因素包括:磨蚀前语言水平、受蚀时间、与英语接触减少及其引起的汉语对英语干扰、读写能力和学习动机。汉语和英语在句子结构上相似性有助防止否定倒装结构磨蚀。     

统筹兼顾:社会管理创新的方法论依据

社会管理创新要以统筹兼顾作为方法论依据,实质上就是运用统筹兼顾的思维方法和实践方法,对传统管理模式进行改造、改进和改革,建构新的社会管理机制和制度的过程。当前社会管理中还存在着未能始终贯彻统筹兼顾方法的因素,因此,必须坚持统筹兼顾的整体、协调思维方法,努力形成社会管理的整体合力;坚持系统有序调控性原则,增强党对社会管理的统筹领导能力;坚持"以人为本"的核心价值取向,真正按照人的需要来组织管理,寓管理于服务之中。     

A Comparison of Beginning and Expert Supervisors’ Supervision Cognitions

Beginning and expert supervisors’ cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship.     

关于"以人为本"的哲学思考

"以人为本"的思想在中西方哲学发展史上具有悠久的哲学历史渊源,马克思主义继承了以往哲学关于人的思想的积极成果,创立了自己"以人为本"的唯物史观。"以人为本"的思想具有深刻的哲学理论依据和实践依据。坚持以人为本,首先要坚持一切从人民群众的需要出发,促进人的全面发展,实现人民群众的根本利益;其次要寻求人与自然、人与社会、人与人之间关系的总体性和谐发展;再次要尊重和保障人权。     

论科学发展观的创新发展模式

文章从创新发展模式的内涵入手,阐述科学发展观与创新发展模式的关系,从统筹兼顾的角度提出我国要走跨越式发展模式的道路,对于创新发展模式进行了阐论。     

深入贯彻落实党的十七大精神 全面推进我国森林防火预警体系建设

森林火灾作为一种突发性强、破坏性大、处置救助较为困难的自然灾害,已成为我国应急管理工作的重要领域。预警作为森林防火的首要环节,对于有效预防和避免森林火灾,保障现代林业建设在良好的秩序下进行有着极为重要的作用。当前,我国森林防火预警工作还存在一些问题。构建森林防火预警体系应遵循以人为本、风险防范、协调合作、循序渐进的原则。森林防火预警体系的建设应重点包括监测体系、科研体系、预报体系、响应体系和管理体系五个方面。     

对林业职业技能鉴定工作的几点思考

职业技能鉴定工作是提高从业人员整体素质,培养造就大批实用型技能人才的有效手段和途径,在现代林业建设中有着重要的意义。近年来,我国职业技能鉴定工作规模不断增加,范围不断扩大。在自组织开展鉴定工作以来,林业职业技能鉴定工作取得了显著成绩,但也存在一些亟待解决的问题。加强林业职业技能鉴定工作要从多方面努力。     

论科学发展观的三个“新”

科学发展观既是实践的呼唤和现实的要求,又是经验的总结和理论的升华,更是我们党科学而正确的选振.深入贯彻落实科学发展观是贯穿党的十七大报告的主线.必须全面准确地把握科学发展观的新定位、新内涵、新要求,不断增强深入贯彻落实科学发展观的自觉性和坚定性.