高职院校教师职称评聘问题与治理运行机制

高职院校教师职称评聘职权下放后,评聘标准和专业技术水平认定办法出现了偏差,凸显了高职院校管理者在职称评聘工作中对自身类型特征把握不足,内部治理结构不完善,运行机制简单粗放等问题。要从提高高职教育类型特征把握能力入手,制订体现高职教育类型特征的评聘标准,建立多方参与的职称评聘工作机制,公平公正地评价和认定教师的专业技术水平。     

高校图书馆实行弹性工作制的尝试与思考

弹性工作制有别于以往固定时间的上下班制,十分灵活,部分高校图书馆引入了这种制度,在非服务窗口的编目部也进行了尝试,较好地提高了职工工作积极性和工作效率。但弹性工作制也存在利弊,在实际推行中应注意其适用范围和度的把握,才能更好地发挥其以人为本的激励作用。     

“人畜两旺”是怎样实现的——新中国前期内蒙古牧区和谐发展的启示

新中国成立前,内蒙古牧区处于人畜两不旺的境地。新中国成立后,党和政府提出了“人畜两旺”的方针,通过采取卫生保健、消灭传染病、增加牧区人口、发展畜牧业生产等举措,使得内蒙古牧区人口和畜牧业,乃至政治、经济和社会迅速发展,赢得了蒙古族群众对党和国家的信任,奠定了平等友爱、团结互助的新型民族关系的基础,为实现边疆少数民族地区的和谐发展提供了有益的历史经验。     

马库斯的自我社会认知论

马库斯关于自我图式、可能自我、工作的自我概念等观点形成了自我的社会认知理论。自我图式是个体对源于过去经验的自我的认知类化,能够组织和引导个体与自我有关的信息加工过程。可能自我代表了个体可能成为的、喜欢成为的、担心成为的自我,它具有联系自我认知与动机、与自我情感的重要作用。工作的自我概念是在当前的思维和记忆中处于活跃状态的自我概念。马库斯及其同事的跨文化研究表明,文化与人格是相互建构的。     

语音环路和视空间模板在同底数幂比较过程中的作用

词语记忆任务和视空间记忆任务显著干扰同底数幂比较大小,当底数与1越接近和指数差越小时,词语记忆任务和视空间记忆任务对主任务的干扰效应越大.语音环路和视空间模板参与同底数幂比较大小的判断过程,而且语音环路和视空间模板负荷随底数与1的距离以及指数差的减小而增大.     

国家专业教学标准:工学结合深层次改革的关键

工学结合教学改革的实施在打破传统封闭式学校教育的同时,也对职业教育专业教学的教学目标、教学计划、课程开发和教学评价提出了新的要求。借鉴发达国家的经验和我国上海等地区的实验成果,当前迫切需要制定具有国家性质的专业教学标准,以此规范和提升职业教育教学质量。     

弘扬艰苦奋斗精神 服务西部开发战略

本文介绍了学校在鼓励和引导毕业生面向西部和基层就业的主要做法和成效,通过为西部和基层输送大量人才来支持和服务国家西部大开发战略。     

基于B/S架构的部门工作计划系统的设计与实现

研究了在.Net平台下基于B/S架构的部门工作计划系统的开发框架,介绍了系统实现的功能模块,并讨论了应用C#开发部门工作计划系统需要解决的关键技术问题。     

Who dares to disconnect in the age of uncertainty? Teachers’ recesses and ‘off‐the‐clock’ work

In 1999, all student teachers at secondary I level at the University of Bern who had to undertake an internship were asked to participate in a study on learning processes during practicum: 150 students and their mentors in three types of practicum participated—introductory practicum (after the first half‐year of studies), intermediate practicum (after two years of studies) and final practicum (after three years of studies). At the end of the practicum, student teachers and mentors completed questionnaires on preparing, teaching and post‐processing lessons. All student teachers, additionally, rated their professional skills and aspects of personality (attitudes towards pupils, self‐assuredness and well‐being) before and after the practicum. Forty‐six student teachers wrote daily semi‐structured diaries about essential learning situations during their practicum.

Results indicate that in each practicum students improved significantly in preparing, conducting and post‐processing lessons. The mentors rated these changes as being greater than did the student teachers. From the perspective of the student teachers their general teaching skills also improved, and their attitudes toward pupils became more open. Furthermore, during practicum their self‐esteem and subjective well‐being increased. Diary data confirmed that there are no differences between different levels of practicum in terms of learning outcomes, but give some first insight into different ways of learning during internship.