浅议会计职业判断

分析了我国目前会计职业判断的现状,对如何提高会计职业判断进行了探索.     

高职高专院校重点学科与优势专业建设实践路径研究

高职高专职业院校的学科与专业建设同向同行、互相依存,文章以浙江医药高等专科学校中药学院为例,介绍了中药学学科和专业建设方面的实践经验,深入探索了重点学科与优势专业的关系,以及在建设中的一些经验与做法,在“双一流”战略及“双高”战略实施背景下,为职业教育院校在重点学科与优势专业建设方面提供参考。     

专业实验室与学科建设协调发展初探

在本科专业实验室的建设过程中，应充分考虑到学科建设的需要，结合学科建设进行专业实验室的建设，体现专业实验室为学科服务，学科为专业实验的发展提供保障的宗旨，通过合理整合教学资源，使本科专业与研究生教育共同协调发展。     

日本教师专业发展历程及启示

在世界范围内，日本教师专业化以“取之甚多、予之甚微”的日本古代文明中教师职业的产生为端始，经历了教师专业的确立、发展再到教师专业体系的逐步完善，整体上呈现出快速发展的特点，总结其中的得失利弊．为我国未来教师专业发展提供了很多有益的启示。     

高等医学职业教育专业设置实践探讨

本文通过三年来高等医学职业技术教育的办学实践 ,结合国内医学高职办学中的专业设置现状 ,对我国、我校高等医学职业技术教育专业设置的严肃性、灵活性、市场性以及局限性进行分析、研讨、探索 ,从而提出自己的看法。     

Decision-making in Context: Swedish and Finnish Teachers’ Perceptions of Autonomy

ABSTRACT

This article presents the results from a survey investigating 708 Swedish and 1583 Finnish teachers’ perceived autonomy with a focus on the teachers’ perceptions of who makes the most important decisions in school. Teacher autonomy is seen as exercised at different levels; by teachers individually in the classroom or by teachers as a collective in school; and in different domains of teachers’ work, since the degree of decision-making by teachers is likely to differ between educational, social, developmental and administrational issues. Finnish and Swedish teachers’ perceived autonomy varied in somewhat different ways between the domains. Finnish teachers generally perceived themselves to be more individually autonomous, while Swedish teachers were more collegially oriented.     

Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms, and practice

In facing up to the challenges and impacts of globalization, high technology, economic transformation, international competitions and local developments in the new century, there have been numerous educational reforms and initiatives in many countries in the Asia-Pacific Region (Cheng, 2005a, A new paradigm for re-engineering education : Globalization, localization and individulization. Dordrecht, The Netherlands: Springer). Unfortunately, many of these educational reforms with good intentions and huge resources investment have been found ineffective and unsustainable if not totally failed. One of the major reasons for this is lack of a comprehensive knowledge base for policy development and implementation supported by sophisticated and relevant educational research. From the waves and trends of educational reforms in the Asia-Pacific Region, this article aims to draw implications for future developments of educational research in supporting paradigm shifts, policy formulation, and practice of educational reforms in the Region and other parts of the world in an era of globalization and transformation. This article was adapted from the president address at the International Conference of Asia-Pacific Educational Research Association held on 28–30 November 2006, Hong Kong.     

大学生职业观现状分析

本文通过对大学生职业观的问卷调查,经过数据统计分析得出了大学生职业观的几个基本特点,为更好地了解和掌握大学生现阶段的职业观,进一步研究如何引导大学生树立正确健康的职业观提供了详实的数据和理论分析基础。     

教师队伍整体素质的制度保障--教师资格的法律认定

国家教师资格制度首次在全国实施，是我国教育法治史上的一件大事，是依法治教在教师队伍建设工作中的具体落实，它从制度上保障了教师队伍的扶优治劣，促进了教师的竞争上岗和双向选择的用人制度的发展，优化了教师队伍整体素质，这一制度的启动标志着教师任用走上职业化，社会化和规范化轨道。     

The reasons students choose teaching professions

The purpose of the paper is to present the reasons students at the Faculty of Education in Maribor, Slovenija, chose pedagogy for their study direction, and therefore becoming a teacher. A total 237 second‐year students of the academic year 2003/04 were included in the research. Of the five groups of reasons for choosing this program (altruistic, material, self‐realization and alternative, and reasons arising from aspiration stereotype), students most often asserted self‐realization, including: teaching provides a useful public function for the whole society; as a teacher, I can be an example to children and young people; this profession will give me a chance for professional development during my whole career; and teaching will enable me to use all my abilities (and talents—for example, music, verbal, dancing, etc.) Important differences were found to exist between students of different disciplines.